MFP1501
Assignment 2 2024
Detailed Solutions, References & Explanations
Unique number:
Due Date: 18 June 2024
QUESTION 1
One-to-One Counting
In the initial phase of one-to-one counting, children are primarily concerned with answering
the "how many" question by counting objects individually. They count in ones, which
indicates that they have a basic understanding of cardinality—the concept that a number
represents a specific quantity. However, the idea of grouping objects to make counting
more efficient or to understand multiplication and division remains foreign to them. At this
stage, even if they can recite numbers in sequences of 2s, 3s, or 5s, they revert back to
one-to-one counting when asked to determine the number of objects in a group. Their
understanding is limited to seeing counting as a temporary procedure rather than a
permanent indicator of the total quantity in a collection.
Terms of use
By making use of this document you agree to:
• Use this document as a guide for learning, comparison and reference purpose,
• Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
• Fully accept the consequences should you plagiarise or misuse this document.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
Assignment 2 2024
Detailed Solutions, References & Explanations
Unique number:
Due Date: 18 June 2024
QUESTION 1
One-to-One Counting
In the initial phase of one-to-one counting, children are primarily concerned with answering
the "how many" question by counting objects individually. They count in ones, which
indicates that they have a basic understanding of cardinality—the concept that a number
represents a specific quantity. However, the idea of grouping objects to make counting
more efficient or to understand multiplication and division remains foreign to them. At this
stage, even if they can recite numbers in sequences of 2s, 3s, or 5s, they revert back to
one-to-one counting when asked to determine the number of objects in a group. Their
understanding is limited to seeing counting as a temporary procedure rather than a
permanent indicator of the total quantity in a collection.
Terms of use
By making use of this document you agree to:
• Use this document as a guide for learning, comparison and reference purpose,
• Not to duplicate, reproduce and/or misrepresent the contents of this document as your own work,
• Fully accept the consequences should you plagiarise or misuse this document.
Disclaimer
Extreme care has been used to create this document, however the contents are provided “as is” without
any representations or warranties, express or implied. The author assumes no liability as a result of
reliance and use of the contents of this document. This document is to be used for comparison, research
and reference purposes ONLY. No part of this document may be reproduced, resold or transmitted in any
form or by any means.
