, FMT3701 Assignment 2 (COMPLETE ANSWERS) 2025
- DUE 26 July 2025; 100% TRUSTED Complete,
trusted solutions and explanations.
QUESTION 1 (42 marks)
1.1 Explain the concept “number sense” and its development. (3)
Number sense refers to a child’s intuitive understanding of numbers,
their magnitude, relationships, and how they are affected by operations.
It involves recognizing numbers, counting, estimating, comparing, and
understanding place value.
Development of number sense in Foundation Phase learners occurs
gradually and includes:
Learning to count verbally and with objects.
Understanding one-to-one correspondence.
Grasping number magnitude (e.g., 5 is more than 3).
Learning to subitize (recognizing quantities without counting).
Developing strategies for simple calculations.
Engaging in meaningful problem-solving to connect numbers
with real-life contexts.
Through concrete experiences, discussion, and varied activities, learners
internalize these numerical relationships, laying a strong foundation for
more complex mathematical thinking.
- DUE 26 July 2025; 100% TRUSTED Complete,
trusted solutions and explanations.
QUESTION 1 (42 marks)
1.1 Explain the concept “number sense” and its development. (3)
Number sense refers to a child’s intuitive understanding of numbers,
their magnitude, relationships, and how they are affected by operations.
It involves recognizing numbers, counting, estimating, comparing, and
understanding place value.
Development of number sense in Foundation Phase learners occurs
gradually and includes:
Learning to count verbally and with objects.
Understanding one-to-one correspondence.
Grasping number magnitude (e.g., 5 is more than 3).
Learning to subitize (recognizing quantities without counting).
Developing strategies for simple calculations.
Engaging in meaningful problem-solving to connect numbers
with real-life contexts.
Through concrete experiences, discussion, and varied activities, learners
internalize these numerical relationships, laying a strong foundation for
more complex mathematical thinking.
