DEPARTMENT OF EARLY CHILDHOOD AND EDUCATION

2024

EMA1501
Emergent Mathematics

ASSIGNMENT NUMBER 4

Name:Nthabiseng Motloung

Student number :65401980

ASSIGNMENT DUE DATE: 25 September 2024

ASSIGNMENT TOTAL MARKS: 100

ADDENDUM:
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD
EDUCATION

Module code: _______EMA1501 __________ Assessment date: _______25

September 2024 _

1. I know that plagiarism means taking and using the ideas, writings,
works or inventions of another as if they were one’s own. I know that
plagiarism not only includes verbatim copying, but also the extensive
use of another person’s ideas without proper acknowledgement
(including the proper use of quotation marks). It also includes any
Attempt to cheat the plagiarism checking system. I know that
plagiarism covers the use of Material found in textual sources and from
the internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately
referenced.
4. This assignment / exam file / portfolio is my own work. I acknowledge
that copying someone else’s work, or part thereof, is wrong, and that
submitting identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my
work with the intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I confirm that I have read and understood the following UNISA policies:
7.1 Policy for Copyright and Plagiarism
7.2 Policy on Academic Integrity
7.3 Student Disciplinary Code

Name……Nthabiseng Motloung ………………… Student number: ………

65401980 ……………

Signed ………………………NG……………………. Date ………………15 September

2024 …
Question 1:PRE-NUMBER CONCEPTS

 One-to-one correspondence
This idea is all about pairing up every item in one group with an item in
another group, making sure that nothing gets missed or counted twice.
It’s key to grasping how we think about the size of numbers and the
whole counting process. Realizing that each item can only connect with
one other item sets the stage for counting and the basics of adding
and subtracting.
 Comparison
Comparing things is all about grasping the ideas of more, less, and
equal. It’s a great way for kids to get a handle on quantities and lays
the groundwork for learning math symbols like greater than and less
than. By realizing that you can look at objects based on size, amount,
or other features, they start to understand how numbers relate to each
other.
 Conservation
Conservation is all about realizing that a group of things stays the
same even if they look different. This idea helps us get a handle on
addition and subtraction, plus it ties into understanding equivalence.
It’s like knowing that no matter how you rearrange your toys, you still
have the same number of them, giving you a solid sense of how
numbers work.
 Ordering
Ordering is all about putting things or numbers in a certain order based
on a particular feature, like how big they are or how many there are. It
helps us get a grip on number lines and what ordinal numbers mean.
Getting the hang of arranging items in a sequence introduces us to the
idea of numerical order and how things progress.
 Subitising
Subitising is all about spotting how many items are in a small group
without having to count them one by one. It plays a key role in
developing number sense and helps kids see patterns and connections
between numbers. By quickly identifying small amounts, it lays the
groundwork for mental math skills and a better understanding of
numbers.
1.2 Examples of appropriate activities for each pre-number concept:

 One-to-one correspondence
Matching game – Gather a bunch of items like toys or blocks and pair
them with a set of numbers or symbols. Challenge the child to connect
each item with its matching number or symbol.
 Comparison
Show the kid two groups of items, like 3 toy cars and 5 toy cars, and
ask them to figure out which group has more.
 Conservation
Grab a cup and some blocks. Start by filling the cup with a specific
number of blocks, then dump them into another container. Ask the kid
if they think the number of blocks is still the same.
 Ordering
Take a bunch of numbers, like 1 through 5, and mix them up. Then,
challenge the kid to put them back in the right order.
 Subitising
Show a quick view of a few items, like three dots, for just a second.
Then, ask the child to say how many there are without actually
counting them.

QUESTION 2: DEVELOPING MATHEMATICAL CONCEPTS THROUGH PLAY

2.1.Picture 1: Playground Assault Course

- Active play

- Physical play

- Exploratory play

Picture 2: Pretend Play as a Nurse

- Dramatic play

- Role-play
- Imaginative play

2.2. Contribution to mathematics concepts

Active play (Playground Assault Course):

 Boosts awareness of space and geometry (finding your way around

obstacles)
 Improves measurement abilities (looking at distances and heights)
 Promotes problem-solving and critical thinking (tackling challenges)
 Supports data gathering and analysis (monitoring progress and timing).

Pretend play

 Number skills and counting: Kids get to count patients, toys, or items
while engaging in pretend play.
 Simple math operations: Handling resources, supplies, or money in
make-believe situations.
 Measurement and comparison: Checking temperatures, weighing toys,
or looking at different sizes.
 Recognizing patterns and sequences: Following along with medical
tasks, cooking instructions, or daily activities.
 . Understanding space and shapes: Creating and organizing pretend
environments like hospitals or eateries.

QUESTION 3: TIME.

 BIRTHDAY
Birthday display: Set up a colorful display with pictures or names of
the students, showing when their birthdays are.
Countdown excitement: Count down the days to each birthday,
teaching the kids about the passage of time.
Birthday celebrations: Enjoy birthdays with fun traditions like
blowing out candles, singing, and giving presents.
 CALENDAR
Large calendar setup: Have a big calendar on display or an
engaging digital version that you can click around.
Everyday scheduling: Leverage the calendar to organize your daily
plans, making sure to highlight important events.
Monthly focus: Dive into each month separately, discussing the
holidays, events, and any changes that come up.
  SEASONS
Seasonal visuals: Make fun charts that show what makes each
season unique.
Hands-on fun: Get kids involved in seasonal activities like planting in
the spring or collecting leaves in the fall.
Tales of the seasons: Tell stories that highlight the changes that
come with each season.
 DAY AND NIGHT
1. Visual timers: Try using sand timers or digital clocks to show how
time goes by.
2. Day/Night charts: Make some charts that show what happens during
the day and night.
3. Role-playing: Get into character and act out daily routines, focusing
on what we do in the morning, afternoon, and evening.

Integration into Grade R Daily Programme

 Morning Circle (15 minutes)

1. Calendar check-in: Talk about the date, day of the week, and month.
2. Weather chat: Look at the current weather and discuss the changing
seasons.
3. Birthday countdown: Update the birthday chart.

 Activity Time (30 minutes)

1. Seasonal fun: Switch up activities based on the season (like planting

or collecting leaves).
2. Time games: Have fun with games that teach time concepts (like
“What’s the Time, Mr. Wolf?”).
3. Sensory exploration: Do activities that show day and night cycles
(like playing with shadows).

 Story Time (15 minutes)

1. Seasonal tales: Read stories that fit the current season.
2. Time-related books: Dive into stories that focus on time concepts.
 Assessment
1. Check out how involved the kids are and how much they’re
participating.
 2. Try using quizzes or fun games to see what they’ve grasped.

QUESTION 4: PATTERNS

4.1.Importance of Patterns and Contribution to Problem-Solving:

Patterns play a key role in boosting critical thinking and problem-solving

abilities. When people spot, describe, replicate, expand, and invent patterns,
they get better at noticing trends, making predictions, and reaching
conclusions. This skill of recognizing and grasping patterns is super
important in areas like math, science, and tech, as it helps in understanding
connections and anticipating what might happen next.

Patterns are super useful because they let us see and grasp how things and
events are connected, help us make predictions and generalizations, boost
our critical thinking and analytical skills, assist in problem-solving by spotting
and building on patterns, and inspire us to come up with fresh ideas and
solutions. They play a big role in solving problems by helping us spot and
grasp complicated connections, allowing us to predict and foresee results,
aiding in crafting algorithms and solutions, and boosting our critical and
creative thinking skills.

4.2.Developmental Sequence for Teaching Patterning Skills:

 Stage 1: Recognize a Pattern

At this point, kids can recognize and point out patterns, like naming
them (for example, ABAB or AABB). Some fun ways to explore this
include sorting games, using pattern blocks, or looking at everyday
items.
 Stage 2: Describe a Pattern
The kid is now able to express a pattern using words or symbols (like
saying “red, blue, red, blue”). – Some examples include pattern charts,
sequencing games, and storytelling activities.
 Stage 3: Copy a Pattern
The child is able to imitate a specific pattern, like organizing colored
blocks to match a model or duplicating a series of shapes.
Examples include pattern worksheets, matching games, and creative
art projects.
 Stage 4: Extend a Pattern
 The child is able to extend a pattern by anticipating the next items in
the series, such as incorporating the following shape in a given order. –
Examples include activities for completing patterns, puzzles, and brain
teasers.

 Stage 5: Create a Pattern

At this point, the child is able to Invent and craft a fresh pattern (for
instance, developing a distinctive color sequence) Examples include:
Art activities, games focused on pattern creation, and imaginative
writing.

QUESTION 5: DATA HANDLING.

5.1. what is data handling

 Data handling is the process of collecting, recording, organizing, and

interpreting data to answer questions or solve problems. It involves
working with information to identify patterns, trends, and relationships

5.2.Steps Involved in the Data Handling Process:

 Step 1 :Collecting data

Collecting data by observing, surveying, or experimenting. Pick a
subject or problem to explore.
 Step 2 :Organising data
Organizing the gathered information, frequently utilizing tables,
graphs, or charts to enhance understanding.
 Step 3 : Representing data
Show the data in a visual way, like with bar graphs, pie charts, or
histograms. Use these visuals to share your results effectively.
 Step 4 : interpreting the data
Discuss the importance and impact of the results in relation to the
initial question or issue. Summarize the conclusions drawn from the
analysis.

5.3.Teaching Activity: Birthday Data Handling Exercise

 Objectives
 The goal is for students to get hands-on with data by gathering,
sorting, and examining details about their birthdays and how they
connect to the different seasons.
 Materials Needed
You’ll need a big poster or chart, some sticky notes or little cards,
markers, and maybe some graph paper or digital graphing tools if you
want. Don’t forget to have a calendar handy too!
 Stage 1: collecting data
Mrs. Pelo is kicking off the activity by inviting each student to tell
everyone their birthday month.
- As they share, she’ll jot down each month on sticky notes or little
cards, making sure there’s one for every student.
- Once all the months are out in the open, she’ll sort them into the
seasons:
Spring: September, October, November
- Summer: December, January, February
- Autumn: March, April, May
- Winter: June, July, August
 Stage 2 : organising data
After gathering all the birthday months, Mrs. Pelo can make a chart on
the poster board featuring columns for each season. The sticky notes
or cards can then be organized under the correct seasons according to
the month of each student’s birthday.
 Stage 3 : Representing data
Invite the students to assist in counting how many birthdays fall in
each season by making a straightforward bar graph on the board. Each
student can take turns placing their sticky notes in the appropriate
season’s column, and then they can tally up the totals and display
them visually, like drawing bars on graph paper or using another
creative method.
 Stage 4 : interpreting data
In conclusion, Mrs. Pelo can pose questions that encourage students to
analyze the results:
- What reasons might explain why certain months have a higher
number of birthdays?
- In what ways could our understanding of class birthdays influence our
celebration plans?
- To wrap things up, invite students to think about how birthdays play a
role in the seasonal festivities they experience.
QUESTION 6: ASSESSMENT

6.1.Formal assessments are organized and consistent evaluations, including

quizzes, tests, and standardized exams, designed to gauge student learning
at set times. In contrast, informal assessments are more casual and
adaptable, involving classroom observations, quick quizzes, and project-
based evaluations, which help track student progress on an ongoing basis.

References

1. Clements, D. H., & Sarama, J. (2014). Learning and teaching

mathematics through problem-solving. Journal of Mathematical
Behavior, 35, 145-156.
2. Clements, D. H., & Sarama, J. (2014). Learning and teaching
mathematics through problem-solving. Journal of Mathematical
Behavior, 35, 145-156.
3. National Council of Teachers of Mathematics. (2014). Principles to
Actions: Ensuring Mathematics Success for All
4. Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual
development. In H. P. Ginsburg & Opper (Eds.), Piaget's theory of
intellectual development (pp. 1-15).
5. National Council of Teachers of Mathematics. (2014). Principles to
Actions: Ensuring Mathematical Success for All.
6. Van de Walle, J. A. (2018). Elementary and Middle School Mathematics.
Pearson Education.
7. National Association for the Education of Young Children (NAEYC).
(2019). Play and mathematics.
8. - Clements, D. H., & Sarama, J. (2014). Learning and teaching
mathematics through problem-solving.
9. - Ginsburg, H. P., & Opper, S. (1988). Piaget's theory of intellectual
development.
10. Wood, D., & Ashcroft, K. (2013). Learning and teaching
mathematics 0-8. Sage Publications.
11. https://www.studocu.com/en-za/messages/question/8956962/
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answer-the-questions-that
12. https://www.studocu.com/en-za/messages/question/8676484/
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questions-that
13. National Association foquestion-4-patterns-20read-the-
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14. - Clements, D. H., & Sarama, J. (2014). Learning and Teaching
Mathematics.
15. - Ginsburg, H. P., & Opper, S. (1988). Piaget's Theory of
Intellectual Development.
16. https://www.classace.io/answers/53-read-the-following-case-
study-and-then-answer-the-question-that-follow-the-first-ring-of-the-
day-is-a-discussion-on-birthdays-under-the-theme-of-the-week-
seasons-mrs-pelo-is-talking-to-the-twenty-l