FMT3701
Assignment 2 2025
Unique #:
Due Date: 26 July 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they
work. It involves knowing how to count, compare, and manipulate numbers flexibly in
real-life contexts. According to the Ontario Ministry of Education (2005), number
sense includes understanding the relationships between numbers, their
representation, quantity, and the four operations. Cunningham (2018) adds that
learners with number sense can compare quantities, identify patterns, and solve
problems logically. Number sense develops through counting, identifying patterns,
using place value, and practising operations in meaningful ways. Teachers play a
key role in helping learners apply numbers confidently and accurately.
1.2 Distinguish between verbal and object counting, giving two examples for
each
Verbal counting, also known as rote counting, is when learners recite number names
from memory, often in sequence, without necessarily understanding the value each
number represents. This type of counting often appears in early learning through
songs, rhymes, and chants. Learners may count rhythmically but do not yet grasp
one-to-one correspondence between numbers and objects. Examples include a
learner singing “one, two, three, four…” while skipping or saying numbers aloud
during a song but without counting real items.
Object counting, or rational counting, involves matching number names to actual
objects, following the one-to-one correspondence principle. In this case, learners
understand that each object must be counted once and that the last number said
represents the total quantity. This type of counting reflects deeper number sense, as
it involves understanding the concept of quantity. Examples include a learner placing
one block at a time while counting aloud “one, two, three…” and understanding that
three blocks are present. Another example is a child counting how many apples are
in a basket, saying one number for each apple, and concluding “five apples.”
In short, verbal counting demonstrates memorisation of the counting sequence, while
object counting shows understanding of quantity. For effective development of
Varsity Cube 2025 +27 81 278 3372
Assignment 2 2025
Unique #:
Due Date: 26 July 2025
Detailed solutions, explanations, workings
and references.
+27 81 278 3372
, QUESTION 1
1.1 Explain the concept “number sense” and its development
Number sense refers to a learner’s ability to understand numbers and how they
work. It involves knowing how to count, compare, and manipulate numbers flexibly in
real-life contexts. According to the Ontario Ministry of Education (2005), number
sense includes understanding the relationships between numbers, their
representation, quantity, and the four operations. Cunningham (2018) adds that
learners with number sense can compare quantities, identify patterns, and solve
problems logically. Number sense develops through counting, identifying patterns,
using place value, and practising operations in meaningful ways. Teachers play a
key role in helping learners apply numbers confidently and accurately.
1.2 Distinguish between verbal and object counting, giving two examples for
each
Verbal counting, also known as rote counting, is when learners recite number names
from memory, often in sequence, without necessarily understanding the value each
number represents. This type of counting often appears in early learning through
songs, rhymes, and chants. Learners may count rhythmically but do not yet grasp
one-to-one correspondence between numbers and objects. Examples include a
learner singing “one, two, three, four…” while skipping or saying numbers aloud
during a song but without counting real items.
Object counting, or rational counting, involves matching number names to actual
objects, following the one-to-one correspondence principle. In this case, learners
understand that each object must be counted once and that the last number said
represents the total quantity. This type of counting reflects deeper number sense, as
it involves understanding the concept of quantity. Examples include a learner placing
one block at a time while counting aloud “one, two, three…” and understanding that
three blocks are present. Another example is a child counting how many apples are
in a basket, saying one number for each apple, and concluding “five apples.”
In short, verbal counting demonstrates memorisation of the counting sequence, while
object counting shows understanding of quantity. For effective development of
Varsity Cube 2025 +27 81 278 3372
