MFP1501
Assignment 2
Due 18 July 2025
, Assignment 2
Due 18 July 2025
QUESTION 1: Teaching Doubling in the Foundation Phase (20 marks)
1.1 Identify TWO (2) diagrams that you can use to teach doubling to the
Foundation Phase. (4 marks)
1. Array diagrams
2. Number line diagrams
1.2 Motivate how you will use each diagram in Question 1.1. Do not copy from the
study guide. (6 marks)
1. Array diagrams:
I will use array diagrams by placing counters or stickers in two equal rows to show the
concept of doubling. For example, to teach 4 + 4, I will let learners arrange 4 red
counters in one row and another 4 in the second row directly below. I will then ask
learners how many counters there are altogether. This helps learners see that doubling
means making two equal groups, and they can count all items to confirm the total. It's
also helpful for developing early multiplication thinking.
2. Number line diagrams:
I will draw a number line on the board and let learners use jumps to double a number.
For example, if I want to double 6, we will start at 0, jump 6 spaces, and then jump
another 6 spaces. I will guide learners to see that they land on 12, so double 6 is 12.
This method reinforces the concept of equal jumps and supports learners who are
developing number sense and skip-counting skills.
1.3 Differentiating Division Situations (10 marks)
Assignment 2
Due 18 July 2025
, Assignment 2
Due 18 July 2025
QUESTION 1: Teaching Doubling in the Foundation Phase (20 marks)
1.1 Identify TWO (2) diagrams that you can use to teach doubling to the
Foundation Phase. (4 marks)
1. Array diagrams
2. Number line diagrams
1.2 Motivate how you will use each diagram in Question 1.1. Do not copy from the
study guide. (6 marks)
1. Array diagrams:
I will use array diagrams by placing counters or stickers in two equal rows to show the
concept of doubling. For example, to teach 4 + 4, I will let learners arrange 4 red
counters in one row and another 4 in the second row directly below. I will then ask
learners how many counters there are altogether. This helps learners see that doubling
means making two equal groups, and they can count all items to confirm the total. It's
also helpful for developing early multiplication thinking.
2. Number line diagrams:
I will draw a number line on the board and let learners use jumps to double a number.
For example, if I want to double 6, we will start at 0, jump 6 spaces, and then jump
another 6 spaces. I will guide learners to see that they land on 12, so double 6 is 12.
This method reinforces the concept of equal jumps and supports learners who are
developing number sense and skip-counting skills.
1.3 Differentiating Division Situations (10 marks)
