,EMA1501 Assignment 2 Semester 1 2025 - Due 13
June 2025 ;100 % TRUSTED workings, Expert
Solved, Explanations and Solutions.
MULTIPLE CHOICE,ASSURE EXCELLENCE
Emergent Mathematics - EMA1501 Question 1 1.1 Emergent
mathematics is the term we use to describe how children
construct mathematical concepts and acquire mathematical
skills from birth. With the above statement in mind,
differentiate between mathematical concepts and
mathematical skills, and provide an example for each. Please do
not use the examples from the guide, come up with your own.
(6) 1.2 DEFINE the following terms and GIVE TWO EXAMPLES
for each. 1.2.1 Number sense (3) 1.2.2 Patterns (3) 1.2.3
Measurement (3) 1.2.4 Assessment (3) 1.2.5 Data handling (3)
(21) Question 2 There are many approaches to teaching and
learning and different theories on how children develop and
learn have been documented over the years. 2.1 Name three
cognitive development theorists discussed in emergent
mathematics. (3) 2.2 In the three tables below, write the name
of each theorist and compare and contrast five facts on each
one of their theories on how children learn. Please do not copy
directly from the study guide – paraphrase, consult other
sources and cite them properly. Question 3 Children in the early
years of schooling need to experience data handling through
practical, hands-on activities. 3.1 Identify and provide an
,example of a problem statement (question) appropriate for
Grade R that can be solved through the data-handling process.
(2) 3.2 Explain how you would apply the four stages of the data-
handling process to solve the problem you identified. (8) 3.3
Justify why learners should be able to sort objects before they
can do data handling. (2) (12) Question 4 Most children are
interested in nature and enjoy investigating their surroundings
and patterning provides them with opportunities to do that. 4.1
In YOUR OWN WORDS, analyse the importance of patterns in
emergent mathematics. (2) 4.2 Categorise the five different
modes of how patterns can be presented to learners in
emergent mathematics. (15) 4.3 Categorise the patterns shown
below: (3) 4.3.1 4.3.2 4.3.3 (20) Question 5 An object is
symmetrical when it is the same on both sides. A shape has
symmetry if a central dividing line can be drawn on it, showing
that both sides are the same. In emergent mathematics, we
mainly concentrate on the line of symmetry. A line of symmetry
divides a figure into two mirror-image halves. When teaching
the of concept symmetry to learners, plan an activity you will
use to help learners who have difficulties understanding the
concept. Please include your OWN drawings/illustrations. (6)
Question 6 Time is naturally more challenging for children to
understand than other forms of measurement. This is because
time cannot be seen or touched like the other concepts. 6.1
With the above statement in mind, discuss the importance of
, the Daily Programme in the Grade R classroom. (2) 6.2 Suppose
you are Mr Sibanyoni, a Grade R educator. You have a class of
20 learners and their names are: Peter, Sipho, Muhamad, Rose,
Zanele, Ashiv, Vuyo, Mika, Zola, Siphiwe, Emma, Tebogo, Jan,
Zara, Khanyi, Thomas, Schalk, Ayesha, Lerato and Tyrone. 6.2.1
Design a birthday chart in which you record each child's
birthday (date) in the months of the chart. (3) 6.2.2 Draw a
picture relevant to birthdays in each of the months (be creative,
do not copy the cupcakes from the study guide). (3) (8) TOTAL:
100
Question 1
1.1 Differentiate between mathematical concepts and
mathematical skills, with examples
Mathematical concepts are basic ideas or understandings that
form the foundation of mathematics.
Example: Understanding that "five" means a set of five objects,
regardless of their arrangement or type.
Mathematical skills are abilities or actions learners use to apply
those concepts in real situations.
Example: Counting five apples out of a larger group using one-
to-one correspondence.
(2 marks for definition and 1 mark for example each = 6 marks)
June 2025 ;100 % TRUSTED workings, Expert
Solved, Explanations and Solutions.
MULTIPLE CHOICE,ASSURE EXCELLENCE
Emergent Mathematics - EMA1501 Question 1 1.1 Emergent
mathematics is the term we use to describe how children
construct mathematical concepts and acquire mathematical
skills from birth. With the above statement in mind,
differentiate between mathematical concepts and
mathematical skills, and provide an example for each. Please do
not use the examples from the guide, come up with your own.
(6) 1.2 DEFINE the following terms and GIVE TWO EXAMPLES
for each. 1.2.1 Number sense (3) 1.2.2 Patterns (3) 1.2.3
Measurement (3) 1.2.4 Assessment (3) 1.2.5 Data handling (3)
(21) Question 2 There are many approaches to teaching and
learning and different theories on how children develop and
learn have been documented over the years. 2.1 Name three
cognitive development theorists discussed in emergent
mathematics. (3) 2.2 In the three tables below, write the name
of each theorist and compare and contrast five facts on each
one of their theories on how children learn. Please do not copy
directly from the study guide – paraphrase, consult other
sources and cite them properly. Question 3 Children in the early
years of schooling need to experience data handling through
practical, hands-on activities. 3.1 Identify and provide an
,example of a problem statement (question) appropriate for
Grade R that can be solved through the data-handling process.
(2) 3.2 Explain how you would apply the four stages of the data-
handling process to solve the problem you identified. (8) 3.3
Justify why learners should be able to sort objects before they
can do data handling. (2) (12) Question 4 Most children are
interested in nature and enjoy investigating their surroundings
and patterning provides them with opportunities to do that. 4.1
In YOUR OWN WORDS, analyse the importance of patterns in
emergent mathematics. (2) 4.2 Categorise the five different
modes of how patterns can be presented to learners in
emergent mathematics. (15) 4.3 Categorise the patterns shown
below: (3) 4.3.1 4.3.2 4.3.3 (20) Question 5 An object is
symmetrical when it is the same on both sides. A shape has
symmetry if a central dividing line can be drawn on it, showing
that both sides are the same. In emergent mathematics, we
mainly concentrate on the line of symmetry. A line of symmetry
divides a figure into two mirror-image halves. When teaching
the of concept symmetry to learners, plan an activity you will
use to help learners who have difficulties understanding the
concept. Please include your OWN drawings/illustrations. (6)
Question 6 Time is naturally more challenging for children to
understand than other forms of measurement. This is because
time cannot be seen or touched like the other concepts. 6.1
With the above statement in mind, discuss the importance of
, the Daily Programme in the Grade R classroom. (2) 6.2 Suppose
you are Mr Sibanyoni, a Grade R educator. You have a class of
20 learners and their names are: Peter, Sipho, Muhamad, Rose,
Zanele, Ashiv, Vuyo, Mika, Zola, Siphiwe, Emma, Tebogo, Jan,
Zara, Khanyi, Thomas, Schalk, Ayesha, Lerato and Tyrone. 6.2.1
Design a birthday chart in which you record each child's
birthday (date) in the months of the chart. (3) 6.2.2 Draw a
picture relevant to birthdays in each of the months (be creative,
do not copy the cupcakes from the study guide). (3) (8) TOTAL:
100
Question 1
1.1 Differentiate between mathematical concepts and
mathematical skills, with examples
Mathematical concepts are basic ideas or understandings that
form the foundation of mathematics.
Example: Understanding that "five" means a set of five objects,
regardless of their arrangement or type.
Mathematical skills are abilities or actions learners use to apply
those concepts in real situations.
Example: Counting five apples out of a larger group using one-
to-one correspondence.
(2 marks for definition and 1 mark for example each = 6 marks)
