FMT3701
Assignment 2
Due 26 July 2025
, ASSIGNMENT 2
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are used in various mathematical contexts. It includes the
ability to recognise quantities, compare numbers, perform mental calculations, estimate,
and understand place value and number patterns. According to Learning Unit 5, number
sense is not just about memorising facts it develops as children engage with numbers in
meaningful, everyday contexts and through concrete, semi-concrete, and abstract
representations.
The development of number sense begins in the Foundation Phase through counting
activities, number games, and problem-solving tasks. As learners progress, they learn
to group, compare, decompose, and recombine numbers, helping them understand how
numbers work flexibly and efficiently. This development is supported by consistent
exposure to real-life contexts, discussions about mathematical reasoning, and the use
of manipulatives like counters, number lines, and base-ten blocks, as discussed in
Learning Units 6 and 7.
Thus, number sense forms the foundation of all higher mathematical thinking and
problem-solving, making it a critical part of mathematics education in the Intermediate
Phase.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each
Verbal counting is the act of saying number names in the correct order without
necessarily linking them to actual objects. It focuses on the rote memorisation of
number sequences and is one of the earliest mathematical skills children develop.
Verbal counting helps learners become familiar with the rhythm and pattern of numbers,
laying the groundwork for more advanced numerical understanding.
Examples of verbal counting:
Assignment 2
Due 26 July 2025
, ASSIGNMENT 2
QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s intuitive understanding of numbers, their
relationships, and how they are used in various mathematical contexts. It includes the
ability to recognise quantities, compare numbers, perform mental calculations, estimate,
and understand place value and number patterns. According to Learning Unit 5, number
sense is not just about memorising facts it develops as children engage with numbers in
meaningful, everyday contexts and through concrete, semi-concrete, and abstract
representations.
The development of number sense begins in the Foundation Phase through counting
activities, number games, and problem-solving tasks. As learners progress, they learn
to group, compare, decompose, and recombine numbers, helping them understand how
numbers work flexibly and efficiently. This development is supported by consistent
exposure to real-life contexts, discussions about mathematical reasoning, and the use
of manipulatives like counters, number lines, and base-ten blocks, as discussed in
Learning Units 6 and 7.
Thus, number sense forms the foundation of all higher mathematical thinking and
problem-solving, making it a critical part of mathematics education in the Intermediate
Phase.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each
Verbal counting is the act of saying number names in the correct order without
necessarily linking them to actual objects. It focuses on the rote memorisation of
number sequences and is one of the earliest mathematical skills children develop.
Verbal counting helps learners become familiar with the rhythm and pattern of numbers,
laying the groundwork for more advanced numerical understanding.
Examples of verbal counting:
