FMT3701
Assignment 2
Due 26 July 2025
,QUESTION 1 [50 Marks]
1.1 Explain the concept of “number sense” and how it develops. (4 Marks)
Number sense refers to a learner's intuitive understanding of numbers and their
relationships. It includes the ability to recognize, compare, and use numbers effectively
in everyday contexts. The development of number sense is gradual and happens
through engaging in real-life experiences such as measuring, sorting, or counting items
which help children build familiarity and confidence in working with numbers in flexible
ways.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each. (10 Marks)
Type Description Examples
1. Reciting numbers from 1 to 20
Verbal Saying numbers in order without during a morning routine.
Counting linking them to physical objects. 2. Singing a counting rhyme like
“One, Two, Buckle My Shoe.”
1. Counting pencils by pointing at
Object Associating each number said with a each one.
Counting specific object being counted. 2. Touching each block in a row
and counting them aloud.
1.3 Briefly contrast the following concepts: (6 Marks)
1.3.1 Order Irrelevance (2 Marks):
Order irrelevance means that items can be counted in any sequence and the total will
remain the same. For instance, whether blocks are counted from left to right or right to
left, the result is unchanged.
1.3.2 Movement is Magnitude (2 Marks):
This concept suggests that movement in a specific direction represents a numerical
, change. For example, moving three steps forward on a number line increases the value;
moving backward decreases it.
1.3.3 Abstraction (2 Marks):
Abstraction refers to understanding that counting applies to any collection of distinct
objects, whether real or imaginary. For example, children can count real apples, pictures
of apples, or imaginary objects in a story.
1.4 Analyse the different structures of mathematical problems that Foundation
Phase learners need to explore. (15 Marks)
In the Foundation Phase, it is essential for learners to experience a wide variety of
mathematical problem structures to build a solid foundation in number sense,
operations, and reasoning. Each structure introduces learners to different ways in which
numbers are used in real-life contexts and supports their conceptual understanding of
addition, subtraction, multiplication, and division.
1. Join Problems
These involve combining two or more quantities to make a total. Learners must mentally
or physically bring sets together.
• Example: “You have 2 apples and your friend gives you 3 more. How many
apples do you have now?”
• Learning focus: Introduces addition as a process of putting together.
2. Separate Problems
Here, a quantity is taken away from a set. Learners need to understand subtraction as
removal.
• Example: “You have 5 bananas and eat 2. How many are left?”
• Learning focus: Highlights subtraction as taking away or reducing.
3. Part-Part-Whole Problems
Assignment 2
Due 26 July 2025
,QUESTION 1 [50 Marks]
1.1 Explain the concept of “number sense” and how it develops. (4 Marks)
Number sense refers to a learner's intuitive understanding of numbers and their
relationships. It includes the ability to recognize, compare, and use numbers effectively
in everyday contexts. The development of number sense is gradual and happens
through engaging in real-life experiences such as measuring, sorting, or counting items
which help children build familiarity and confidence in working with numbers in flexible
ways.
1.2 Distinguish between verbal and object counting, giving two (2) examples for
each. (10 Marks)
Type Description Examples
1. Reciting numbers from 1 to 20
Verbal Saying numbers in order without during a morning routine.
Counting linking them to physical objects. 2. Singing a counting rhyme like
“One, Two, Buckle My Shoe.”
1. Counting pencils by pointing at
Object Associating each number said with a each one.
Counting specific object being counted. 2. Touching each block in a row
and counting them aloud.
1.3 Briefly contrast the following concepts: (6 Marks)
1.3.1 Order Irrelevance (2 Marks):
Order irrelevance means that items can be counted in any sequence and the total will
remain the same. For instance, whether blocks are counted from left to right or right to
left, the result is unchanged.
1.3.2 Movement is Magnitude (2 Marks):
This concept suggests that movement in a specific direction represents a numerical
, change. For example, moving three steps forward on a number line increases the value;
moving backward decreases it.
1.3.3 Abstraction (2 Marks):
Abstraction refers to understanding that counting applies to any collection of distinct
objects, whether real or imaginary. For example, children can count real apples, pictures
of apples, or imaginary objects in a story.
1.4 Analyse the different structures of mathematical problems that Foundation
Phase learners need to explore. (15 Marks)
In the Foundation Phase, it is essential for learners to experience a wide variety of
mathematical problem structures to build a solid foundation in number sense,
operations, and reasoning. Each structure introduces learners to different ways in which
numbers are used in real-life contexts and supports their conceptual understanding of
addition, subtraction, multiplication, and division.
1. Join Problems
These involve combining two or more quantities to make a total. Learners must mentally
or physically bring sets together.
• Example: “You have 2 apples and your friend gives you 3 more. How many
apples do you have now?”
• Learning focus: Introduces addition as a process of putting together.
2. Separate Problems
Here, a quantity is taken away from a set. Learners need to understand subtraction as
removal.
• Example: “You have 5 bananas and eat 2. How many are left?”
• Learning focus: Highlights subtraction as taking away or reducing.
3. Part-Part-Whole Problems
