lOMoAR cPSD| 52021443
Downloaded by Master Vincent
, lOMoAR cPSD| 52021443
MFP1501 Assignment 2 (COMPLETE ANSWERS) Semester 1
2025 - DUE 2025; 100% correct solutions and explanations.
QUESTION 1: (20)
You can teach doubling in the Foundation Phase in various ways.
These approaches depend on the grade level you teach or what
learners can or cannot do. It is important always to be responsive to
your learners’ cognitive level. It would be best if you always were
moving learners to a more abstract level but using concrete apparatus
to scaffold these moves. There are also various diagrams for teaching
doubling apart from using body parts as resources.
1.1 Identify TWO (2) diagrams that you can use to teach
doubling to the Foundation Phase. (4)
1.2 Motivate how you will use each diagram in Question 1.1. Do
not copy from the study guide. (6)
1.3 Differentiate between TWO (2) situations of division
using the table below as a guide. Give TWO (2) examples
per each situation. Do not copy what
is in the study guide. (10)
Division Problem Question Examples
situation structure asked
2
Downloaded by Master Vincent ()
, lOMoAR cPSD| 52021443
MFP1501/ASSESSMENT 2/0/2025
Question 1.1
Identify two diagrams that you can use to teach doubling in the
Foundation Phase.
Possible diagrams include:
1. Number Bond Diagram
2. Part-Part-Whole Diagram
Question 1.2
Explain how you would use each diagram in teaching doubling.
1. Number Bond Diagram:
A number bond diagram visually represents the relationship
between a whole number and its parts.
To teach doubling, place a number in the main circle (e.g., 3),
then draw two smaller circles that each contain the same number
(3).
Learners will then see that doubling means adding two equal
parts together (3 + 3 = 6).
Use counters, beads, or blocks to make this more interactive.
2. Part-Part-Whole Diagram:
This diagram is similar to a number bond but focuses on
decomposing numbers into equal parts.
Write a number in the "whole" section (e.g., 4) and break it into
two "parts" that are the same (2 and 2).
Explain that when we double, we are combining two equal parts
to form a larger number (2 + 2 = 4).
Encourage learners to use cubes or fingers to reinforce the
concept.
3
Downloaded by Master Vincent
()
Downloaded by Master Vincent
, lOMoAR cPSD| 52021443
MFP1501 Assignment 2 (COMPLETE ANSWERS) Semester 1
2025 - DUE 2025; 100% correct solutions and explanations.
QUESTION 1: (20)
You can teach doubling in the Foundation Phase in various ways.
These approaches depend on the grade level you teach or what
learners can or cannot do. It is important always to be responsive to
your learners’ cognitive level. It would be best if you always were
moving learners to a more abstract level but using concrete apparatus
to scaffold these moves. There are also various diagrams for teaching
doubling apart from using body parts as resources.
1.1 Identify TWO (2) diagrams that you can use to teach
doubling to the Foundation Phase. (4)
1.2 Motivate how you will use each diagram in Question 1.1. Do
not copy from the study guide. (6)
1.3 Differentiate between TWO (2) situations of division
using the table below as a guide. Give TWO (2) examples
per each situation. Do not copy what
is in the study guide. (10)
Division Problem Question Examples
situation structure asked
2
Downloaded by Master Vincent ()
, lOMoAR cPSD| 52021443
MFP1501/ASSESSMENT 2/0/2025
Question 1.1
Identify two diagrams that you can use to teach doubling in the
Foundation Phase.
Possible diagrams include:
1. Number Bond Diagram
2. Part-Part-Whole Diagram
Question 1.2
Explain how you would use each diagram in teaching doubling.
1. Number Bond Diagram:
A number bond diagram visually represents the relationship
between a whole number and its parts.
To teach doubling, place a number in the main circle (e.g., 3),
then draw two smaller circles that each contain the same number
(3).
Learners will then see that doubling means adding two equal
parts together (3 + 3 = 6).
Use counters, beads, or blocks to make this more interactive.
2. Part-Part-Whole Diagram:
This diagram is similar to a number bond but focuses on
decomposing numbers into equal parts.
Write a number in the "whole" section (e.g., 4) and break it into
two "parts" that are the same (2 and 2).
Explain that when we double, we are combining two equal parts
to form a larger number (2 + 2 = 4).
Encourage learners to use cubes or fingers to reinforce the
concept.
3
Downloaded by Master Vincent
()
