FMT3701
Foundation Phase Mathematics Teaching
Assessment 2 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development. (3)
A learner's intuitive comprehension of numbers, their magnitude, relationships,
and how operations affect them is referred to as number sense. Activities
involving counting, comparing quantities, comprehending number patterns,
and identifying place value help children in the Foundation Phase develop
their number sense. Discussion, visual representation, and tangible
experiences all support this development.
1.2 Distinguish between verbal and object counting, giving two (2) examples
for each. (4)
Verbal counting: reciting the names of numbers in order
without necessarily knowing how much of each one there is.
Example 1: Without pointing to anything, a child says "one, two,
three."
, Singing a number rhyme, such as "Five Little Monkeys," is the
second example.
Object counting: calculating the quantity by counting each item
one at a time.
Example 1: Touching each pencil to count five.
Example 2: As you count "one, two, three..." you put one block
into a box.
1.3 Briefly contrast the following:
1.3.1 Order irrelevance
The principle that the order in which items are counted does not affect
the final count.
Example: Counting three apples from left to right or right to left gives
the same result: three.
1.3.2 Movement is magnitude
This principle describes how movement along a number line or
sequence reflects changes in quantity.
Example: Moving right on a number line increases the value (5 to 6),
moving left decreases it.
1.3.3 Abstraction
The ability to count any collection of objects, whether similar or not.
Example: A child counts 2 apples, 1 pencil, and 3 buttons as six items.
1.4 Analyse the different structures of mathematical problems that Foundation
Phase learners need to explore. (10)
Foundation Phase Mathematics Teaching
Assessment 2 2025
QUESTION 1
1.1 Explain the concept “number sense” and its development. (3)
A learner's intuitive comprehension of numbers, their magnitude, relationships,
and how operations affect them is referred to as number sense. Activities
involving counting, comparing quantities, comprehending number patterns,
and identifying place value help children in the Foundation Phase develop
their number sense. Discussion, visual representation, and tangible
experiences all support this development.
1.2 Distinguish between verbal and object counting, giving two (2) examples
for each. (4)
Verbal counting: reciting the names of numbers in order
without necessarily knowing how much of each one there is.
Example 1: Without pointing to anything, a child says "one, two,
three."
, Singing a number rhyme, such as "Five Little Monkeys," is the
second example.
Object counting: calculating the quantity by counting each item
one at a time.
Example 1: Touching each pencil to count five.
Example 2: As you count "one, two, three..." you put one block
into a box.
1.3 Briefly contrast the following:
1.3.1 Order irrelevance
The principle that the order in which items are counted does not affect
the final count.
Example: Counting three apples from left to right or right to left gives
the same result: three.
1.3.2 Movement is magnitude
This principle describes how movement along a number line or
sequence reflects changes in quantity.
Example: Moving right on a number line increases the value (5 to 6),
moving left decreases it.
1.3.3 Abstraction
The ability to count any collection of objects, whether similar or not.
Example: A child counts 2 apples, 1 pencil, and 3 buttons as six items.
1.4 Analyse the different structures of mathematical problems that Foundation
Phase learners need to explore. (10)
