FULL NAMES:
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: FMT3701
MODULE NAME: FOUNDATION PHASE MATHEMATICS TEACHING
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1
1.1 Explain the concept “number sense” and its development (3 marks)
Number sense refers to a child’s ability to understand numbers, how they work, and
how they connect to the world around them. It goes beyond simply knowing how to
count or recite number names. It involves an awareness of what numbers mean, how
they can be used to represent quantity, and how they relate to each other. According to
the FMT3701 study guide, number sense is a flexible and intuitive understanding of
numbers that enables learners to compare quantities, estimate amounts, and make
reasonable judgments in various situations (FMT3701 Study Guide, 2025:23).
Developing number sense starts early when children compare groups of objects, notice
patterns, or talk about who has more. In the Foundation Phase, teachers build on this
informal knowledge using structured activities such as counting objects, solving simple
problems, and representing numbers in different ways. As children work with numbers
regularly, they begin to notice relationships between numbers, such as how numbers
can be broken apart or added together. This leads to a stronger grasp of addition,
subtraction, and other operations. Good number sense supports learners in choosing
efficient strategies when working with numbers and helps them feel more confident
when solving problems.
1.2 Distinguish between verbal and object counting, giving two examples for each
(10 marks)
Verbal counting involves reciting the number names in the correct order without
necessarily linking them to actual quantities. Children may learn this skill through
rhymes, songs, or repetition. For example, a child may chant "1, 2, 3, 4, 5" while sitting
in class or during a game, without pointing to or counting any objects. Another example
is when learners sing a counting song like “Ten green bottles hanging on the wall” as
part of a group activity. These examples show how verbal counting helps develop
familiarity with number words, but they don’t necessarily involve a deep understanding
of quantity.
STUDENT NUMBER:
UNIQUE NUMBER:
MODULE CODE: FMT3701
MODULE NAME: FOUNDATION PHASE MATHEMATICS TEACHING
ASSIGNMENT: 02
YEAR MODULE 2025
, QUESTION 1
1.1 Explain the concept “number sense” and its development (3 marks)
Number sense refers to a child’s ability to understand numbers, how they work, and
how they connect to the world around them. It goes beyond simply knowing how to
count or recite number names. It involves an awareness of what numbers mean, how
they can be used to represent quantity, and how they relate to each other. According to
the FMT3701 study guide, number sense is a flexible and intuitive understanding of
numbers that enables learners to compare quantities, estimate amounts, and make
reasonable judgments in various situations (FMT3701 Study Guide, 2025:23).
Developing number sense starts early when children compare groups of objects, notice
patterns, or talk about who has more. In the Foundation Phase, teachers build on this
informal knowledge using structured activities such as counting objects, solving simple
problems, and representing numbers in different ways. As children work with numbers
regularly, they begin to notice relationships between numbers, such as how numbers
can be broken apart or added together. This leads to a stronger grasp of addition,
subtraction, and other operations. Good number sense supports learners in choosing
efficient strategies when working with numbers and helps them feel more confident
when solving problems.
1.2 Distinguish between verbal and object counting, giving two examples for each
(10 marks)
Verbal counting involves reciting the number names in the correct order without
necessarily linking them to actual quantities. Children may learn this skill through
rhymes, songs, or repetition. For example, a child may chant "1, 2, 3, 4, 5" while sitting
in class or during a game, without pointing to or counting any objects. Another example
is when learners sing a counting song like “Ten green bottles hanging on the wall” as
part of a group activity. These examples show how verbal counting helps develop
familiarity with number words, but they don’t necessarily involve a deep understanding
of quantity.
