FMT3701
Assignment 2
(COMPLETE
ANSWERS) 2025
- DUE 26 July
2025
For more assistance contact:
100% TRUSTED WORKINGS, EXPLANATIONS & SOLUTIONS
,FMT3701 Assignment 2 (COMPLETE
ANSWERS) 2025 - DUE 26 July 2025;
QUESTION 1 (42 marks) 1.1 Explain the concept “number
sense” and its development. (3)
1.1 Explain the concept “number sense” and its development. (3 marks)
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are affected by operations. It includes the ability to
estimate, compare, manipulate, and understand numbers in different contexts.
The development of number sense begins in early childhood and progresses as
learners engage with counting, recognizing patterns, understanding place value,
and performing operations. It develops through hands-on experiences, exploration,
problem-solving, and discussions about mathematical ideas. As learners grow,
number sense becomes more refined through practice and real-life application,
allowing them to reason flexibly and confidently with numbers.
(3 marks: 1 for definition, 1 for key features, 1 for development process)
1.2 Distinguish between verbal and object counting
giving, two (2) examples for each (10)
1.2 Distinguish between verbal and object counting, giving two (2) examples
for each. (10 marks)
Verbal counting is the oral recitation of number names in the correct order
without necessarily linking them to actual objects. It helps learners memorize the
sequence of numbers but does not require an understanding of quantity.
Example 1: A learner says, “one, two, three, four, five” while looking at the
wall (not counting anything).
Example 2: Singing a number song like “Ten Little Monkeys” without
referring to real objects.
, Object counting (also called rational counting) involves physically or mentally
assigning a number name to each object in a set, following the one-to-one
correspondence principle. It shows an understanding that the last number said
represents the total count of items.
Example 1: A learner counts five pencils on a desk by pointing to each one
and saying “one, two, three, four, five.”
Example 2: Counting the number of apples in a basket by touching each
apple as the number is said.
(10 marks: 2 for clear distinction, 2 each for the four examples, and 2 for
clarity and accuracy of explanation)
1.3 Briefly contrast: 1.3.1) order irrelevance (3) 1.3.2)
movement is magnitude (3) 1.3.3) abstraction (3)
1.3 Briefly contrast the following concepts:
1.3.1) Order irrelevance (3 marks)
Order irrelevance is the understanding that the order in which objects are
counted does not affect the total number. As long as each object is counted
once, the count will be accurate regardless of the sequence.
Example: Whether you count the red blocks first or the blue ones, if there
are 5 blocks total, the count will still be 5.
1.3.2) Movement is magnitude (3 marks)
This refers to the misconception that physically moving an object or making it
appear bigger/smaller changes its quantity or value. It shows a lack of
understanding that quantity stays the same unless objects are added or removed.
Example: A learner may think that spreading out a row of 5 buttons means
there are now more buttons.
Assignment 2
(COMPLETE
ANSWERS) 2025
- DUE 26 July
2025
For more assistance contact:
100% TRUSTED WORKINGS, EXPLANATIONS & SOLUTIONS
,FMT3701 Assignment 2 (COMPLETE
ANSWERS) 2025 - DUE 26 July 2025;
QUESTION 1 (42 marks) 1.1 Explain the concept “number
sense” and its development. (3)
1.1 Explain the concept “number sense” and its development. (3 marks)
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are affected by operations. It includes the ability to
estimate, compare, manipulate, and understand numbers in different contexts.
The development of number sense begins in early childhood and progresses as
learners engage with counting, recognizing patterns, understanding place value,
and performing operations. It develops through hands-on experiences, exploration,
problem-solving, and discussions about mathematical ideas. As learners grow,
number sense becomes more refined through practice and real-life application,
allowing them to reason flexibly and confidently with numbers.
(3 marks: 1 for definition, 1 for key features, 1 for development process)
1.2 Distinguish between verbal and object counting
giving, two (2) examples for each (10)
1.2 Distinguish between verbal and object counting, giving two (2) examples
for each. (10 marks)
Verbal counting is the oral recitation of number names in the correct order
without necessarily linking them to actual objects. It helps learners memorize the
sequence of numbers but does not require an understanding of quantity.
Example 1: A learner says, “one, two, three, four, five” while looking at the
wall (not counting anything).
Example 2: Singing a number song like “Ten Little Monkeys” without
referring to real objects.
, Object counting (also called rational counting) involves physically or mentally
assigning a number name to each object in a set, following the one-to-one
correspondence principle. It shows an understanding that the last number said
represents the total count of items.
Example 1: A learner counts five pencils on a desk by pointing to each one
and saying “one, two, three, four, five.”
Example 2: Counting the number of apples in a basket by touching each
apple as the number is said.
(10 marks: 2 for clear distinction, 2 each for the four examples, and 2 for
clarity and accuracy of explanation)
1.3 Briefly contrast: 1.3.1) order irrelevance (3) 1.3.2)
movement is magnitude (3) 1.3.3) abstraction (3)
1.3 Briefly contrast the following concepts:
1.3.1) Order irrelevance (3 marks)
Order irrelevance is the understanding that the order in which objects are
counted does not affect the total number. As long as each object is counted
once, the count will be accurate regardless of the sequence.
Example: Whether you count the red blocks first or the blue ones, if there
are 5 blocks total, the count will still be 5.
1.3.2) Movement is magnitude (3 marks)
This refers to the misconception that physically moving an object or making it
appear bigger/smaller changes its quantity or value. It shows a lack of
understanding that quantity stays the same unless objects are added or removed.
Example: A learner may think that spreading out a row of 5 buttons means
there are now more buttons.
