,FMT3701 Assignment 2 (COMPLETE ANSWERS)
2025 - DUE 26 July 2025; 100% TRUSTED
Complete, trusted solutions and explanations.
MULTIPLE CHOICE,ASSURED EXCELLENCE
QUESTION 1 (42 marks) 1.1 Explain the concept “number
sense” and its development. (3) 1.2 Distinguish between verbal
and object counting giving, two (2) examples for each (10) 1.3
Briefly contrast: 1.3.1) order irrelevance (3) 1.3.2) movement is
magnitude (3) 1.3.3) abstraction (3) 1.4 Analyse the different
structures of mathematical problems that Foundation Phase
learners need to explore (10) 1.5 Discuss the importance of
problem-solving in mathematics (10) QUESTION 2 (30 marks)
2.1 Justify the role of ethnomathematics in making
mathematics more accessible and relevant to Foundation Phase
learners. Provide examples of how you would incorporate
ethnomathematics in your teaching. (10) 2.2 Reflect on the
advantages and disadvantages of teacher and learner-centred
approaches in the Foundation Phase. Which approach do you
believe is more effective, and why? (10) 2.3 Motivate how the
concepts of time, space and shape are interrelated in
mathematics education for young learners. How can these
concepts be taught in an integrated manner? (10)
FMT3701/ASSESSMENT 2/0/2025 7 QUESTION 3 (20 marks)
Remember to highlight the role of fractions in daily life and the
significance of other mathematical concepts in grasping fraction
, principles. Naudé and Meier (2020:65) acknowledge the
challenges learners may face when first encountering fractions
in the Foundation Phase. 3.1 Using pictures and words design a
lesson showing how you would teach 3.1.1 Regional or area
model (10) 3.1.2 Length models (10) QUESTION 4 (8 marks) 4.1
Create a repeating pattern (2) 4.2 Determine the rule (2) 4.3
Describe the core or basic unit (2) 4.4 Identify the prediction
that learners can make from the pattern (2)
QUESTION 1 (42 marks)
1.1 Explain the concept “number sense” and its development.
(3 marks)
Number sense refers to a child’s intuitive understanding of
numbers, their relationships, and how they are affected by
operations. It includes counting, comparing, estimating, and
recognizing number patterns.
Development of number sense begins informally through
everyday experiences and is enhanced through structured
activities in the classroom such as games, number stories, and
use of concrete materials like counters and number lines.
1.2 Distinguish between verbal and object counting giving,
two (2) examples for each (10 marks)
2025 - DUE 26 July 2025; 100% TRUSTED
Complete, trusted solutions and explanations.
MULTIPLE CHOICE,ASSURED EXCELLENCE
QUESTION 1 (42 marks) 1.1 Explain the concept “number
sense” and its development. (3) 1.2 Distinguish between verbal
and object counting giving, two (2) examples for each (10) 1.3
Briefly contrast: 1.3.1) order irrelevance (3) 1.3.2) movement is
magnitude (3) 1.3.3) abstraction (3) 1.4 Analyse the different
structures of mathematical problems that Foundation Phase
learners need to explore (10) 1.5 Discuss the importance of
problem-solving in mathematics (10) QUESTION 2 (30 marks)
2.1 Justify the role of ethnomathematics in making
mathematics more accessible and relevant to Foundation Phase
learners. Provide examples of how you would incorporate
ethnomathematics in your teaching. (10) 2.2 Reflect on the
advantages and disadvantages of teacher and learner-centred
approaches in the Foundation Phase. Which approach do you
believe is more effective, and why? (10) 2.3 Motivate how the
concepts of time, space and shape are interrelated in
mathematics education for young learners. How can these
concepts be taught in an integrated manner? (10)
FMT3701/ASSESSMENT 2/0/2025 7 QUESTION 3 (20 marks)
Remember to highlight the role of fractions in daily life and the
significance of other mathematical concepts in grasping fraction
, principles. Naudé and Meier (2020:65) acknowledge the
challenges learners may face when first encountering fractions
in the Foundation Phase. 3.1 Using pictures and words design a
lesson showing how you would teach 3.1.1 Regional or area
model (10) 3.1.2 Length models (10) QUESTION 4 (8 marks) 4.1
Create a repeating pattern (2) 4.2 Determine the rule (2) 4.3
Describe the core or basic unit (2) 4.4 Identify the prediction
that learners can make from the pattern (2)
QUESTION 1 (42 marks)
1.1 Explain the concept “number sense” and its development.
(3 marks)
Number sense refers to a child’s intuitive understanding of
numbers, their relationships, and how they are affected by
operations. It includes counting, comparing, estimating, and
recognizing number patterns.
Development of number sense begins informally through
everyday experiences and is enhanced through structured
activities in the classroom such as games, number stories, and
use of concrete materials like counters and number lines.
1.2 Distinguish between verbal and object counting giving,
two (2) examples for each (10 marks)
