, Question 1 • In your own words, differentiate between the following concepts and
illustrate with examples (Do not copy the examples from the study guide or
textbook, be creative and come up with your own): 4x5 (20) • Object counting •
Counting on • Counting backwards • Counting in multiples • Counting all • In table
format identify and compare two (2) major approaches to teaching mathematics as
mentioned in the study guide. Explain how you would apply these approaches in
mathematics teaching. 5x2 (10) (30)
Differentiating Concepts and Examples:
1. Object counting: Object counting refers to the process of determining the quantity of
items in a group by physically counting each individual object. It is a fundamental
skill used to grasp the concept of numbers and develop basic numeracy. Object
counting is typically used with young children or learners who are just starting to
understand numbers and their representations.
Example: Sarah has a basket of apples. To find out how many apples she has, she counts
each apple one by one, saying "One, two, three, four, five." She concludes that there are
five apples in the basket.
2. Counting on: Counting on involves starting with a given number and then
incrementing or adding more items to find a total. It is an advancement from object
counting and helps children develop more efficient counting strategies. Counting on
is often used when there is a known starting point or when determining the result of
a calculation.
Example: John wants to buy three comic books, and he already has two. To find out how
many comic books he will have in total, he starts with the number two and counts on:
"Two, three, four, five." So, John will have five comic books in total.
3. Counting backwards: Counting backwards is the opposite of counting forward. It
involves starting from a larger number and subtracting or removing items one by
one to find a lower quantity. This skill is essential for understanding subtraction and
can be applied in various mathematical scenarios.
Example: Tom has seven marbles and wants to give some to his friend. He starts with
seven and counts backward to figure out how many marbles he can give away: "Seven,
six, five." Tom can give away five marbles to his friend.
4. Counting in multiples: Counting in multiples involves counting by a fixed number,
also known as skip counting. It helps in understanding multiplication and
recognizing patterns in numbers. Counting in multiples is particularly useful for
quickly determining the total number of items in equal-sized groups.
Example: Lisa needs to count the number of legs on 4 tables, each having 4 legs. Instead
of counting each leg individually, she counts in multiples of 4: "Four, eight, twelve,
sixteen." There are sixteen table legs in total.
illustrate with examples (Do not copy the examples from the study guide or
textbook, be creative and come up with your own): 4x5 (20) • Object counting •
Counting on • Counting backwards • Counting in multiples • Counting all • In table
format identify and compare two (2) major approaches to teaching mathematics as
mentioned in the study guide. Explain how you would apply these approaches in
mathematics teaching. 5x2 (10) (30)
Differentiating Concepts and Examples:
1. Object counting: Object counting refers to the process of determining the quantity of
items in a group by physically counting each individual object. It is a fundamental
skill used to grasp the concept of numbers and develop basic numeracy. Object
counting is typically used with young children or learners who are just starting to
understand numbers and their representations.
Example: Sarah has a basket of apples. To find out how many apples she has, she counts
each apple one by one, saying "One, two, three, four, five." She concludes that there are
five apples in the basket.
2. Counting on: Counting on involves starting with a given number and then
incrementing or adding more items to find a total. It is an advancement from object
counting and helps children develop more efficient counting strategies. Counting on
is often used when there is a known starting point or when determining the result of
a calculation.
Example: John wants to buy three comic books, and he already has two. To find out how
many comic books he will have in total, he starts with the number two and counts on:
"Two, three, four, five." So, John will have five comic books in total.
3. Counting backwards: Counting backwards is the opposite of counting forward. It
involves starting from a larger number and subtracting or removing items one by
one to find a lower quantity. This skill is essential for understanding subtraction and
can be applied in various mathematical scenarios.
Example: Tom has seven marbles and wants to give some to his friend. He starts with
seven and counts backward to figure out how many marbles he can give away: "Seven,
six, five." Tom can give away five marbles to his friend.
4. Counting in multiples: Counting in multiples involves counting by a fixed number,
also known as skip counting. It helps in understanding multiplication and
recognizing patterns in numbers. Counting in multiples is particularly useful for
quickly determining the total number of items in equal-sized groups.
Example: Lisa needs to count the number of legs on 4 tables, each having 4 legs. Instead
of counting each leg individually, she counts in multiples of 4: "Four, eight, twelve,
sixteen." There are sixteen table legs in total.
