- Information
- AI Chat
MFP 1501 Assignment 02, 65408853 060947
Bachelor of Education (Early Childhood Development: Foundation Phase) ((02593))
University of South Africa
Recommended for you
Preview text
MFP 1501
Assignment 02
Unique number: 535229
Student number: 65408853
Lebohang Jessica Motsapi
Question 1
1 Five stages of early number learning:
Stage 0- Emergent Counting The child cannot count visible items, the notion of counting as an ordered list is still problematic. The child cannot make a one-to-one correspondence, this helps to identify and name some numerals. E when children are given a collection of items to count, the child would count an object twice or skip one or two items.
Stage 1- Perceptual Counting The child can perceive and count visible collections of items, or adding two collections of items. But cannot count or add objects when screened, here learners are developing the ability to recognize number patterns. E learners could be given counters to count.
Stage 2- Figurative Counting The child can count items in screened collections, but always starts from 1. Using counting on to solve addition task, they are able to count collections which are totally or partially concealed. E when present with two screened collections, and told how many in each collection(e 7 objects and 5 objects), and asked how many times altogether, the child would have to start from 1 instead of “counting on 5”, to say 8, 9, 10, 11, 12.
Stage 3- Initial Number Sequence The child uses counting-on rather than counting from one, to solveaddition or missing added tasks, (e 6+[]=9). The child may use a count-down-from strategy to solve removed items tasks (e 17-3 as 16, 15, 14- answer 3)
Stage 4- Intermediate Number Sequence The child counts-down-to solve missing subtrahend tasks (e 17-14 as 16, 15, 14- answer 3). In essence, the child chooses a more efficient strategy at this stage.
Stage 5- Facile Number Sequence The child uses a range of what are referred to as non-count-by-ones strategies. These strategies include compensation, using known facts, adding to 10, commutativity, subtraction as the inverse of addition, awareness of ten numbers, to name a few. This makes use of properties of numbers.
1.2 C
1.2 E
1.2 A
1.2 B
1.2 D
- 2.1 Question 2-Doubling
- Double 34 is the same as double 30 + double - = 60 + - =
- 2.1
- Double 340 is the same as double 300 + double - = 600 + - =
- 2.1
- Double 277 is the same as double 200 + double 70 + double - = 400 + 140 + - =
- 2.1
- Double 99 is the same as double 90 + double - = 180 + - =
- 2.1
- Double 500 is the same as double 200 + double - = 400 + - =
- 2.2 265 ÷ 7= 37.... 2 Scaffolding
- 7√
- -210 30 groups of
- -49 7 groups of 55 +
- 6 =
- -49 7 groups of 55 +
- -210 30 groups of
- 265÷7 = 30 + 7=
Question 3
3 Equal sharing Is a process whereby learners share objects or things among themselves equally, the notion of equal sharing is inherent in the effortto be fair among children. Knowledge of equal sharing is necessary for developinginitial fraction knowledge, indeed one of the interpretation of a fraction, besides part of a whole is quotient (the result of equal sharing). Hence,as a teacher you need to build on children’s informal knowledge of equal sharing to attain meaningful fraction knowledge.
Example: Activity- there are 4 oranges, 4 bananas and 2 apples, share the fruit you counted equally between two children. Draw the fruit each child gets. Then the learners will share fruits equally among each child by drawing each fruit each child gets.
Partitioning Is defined as subdividing of a whole into equal parts, partitioning is fundamental to the meaningful construction of fractions, just as counting is the basis to understanding the construction of a whole number. In fact, the construction of initial fraction concepts centres on the coordination of counting and partitioning structures. Consider a whole partitioned into two equal parts. Each part is called a half.
Example:
WHOLE
Half Half
Unitising Is the cognitive assignment of a unit of measurement to a given quantity, it refers to the size chunk one constructs in terms of which to think about a given commodity. There is no definite unit, as a unit can mean something different from one context to the next, so perceptual clues are nolonger reliable.
Example: A unit can be a single object like a pizza, a loaf of bread or apples.
3 Patterns
3.2 27thposition: Circle- 3, 6, 9, 12, 15, 18, 21,24, 27
3.2 64thposition
Square- 1,4,7,10,13,16,19,22,25,28,31,34,37,40,43,46,49,52,55,58,61,
3.2 109thposition
Triangle- 2,5,8,11,14,17,20,23,26,29,32,35,38,41,44,47,50,53,56,59,62,68,71,74,77,80, 83,86,89,92,98,101,104,107,
110-1=
I would introduce these triangles by first drawing them to show learners how they look by using coloured papers and telling learners how they differ, I would use a pizza as an example of a equilateral triangle because it has equal sides, use a sandwich to represent a right angle or a scalene triangle.
REFERENCE:
MFP 1501 STUDY GUIDE
MFP 1501 Assignment 02, 65408853 060947
Course: Bachelor of Education (Early Childhood Development: Foundation Phase) ((02593))
University: University of South Africa
- Discover more from:
- More from:
