HONESTY DECLARATION FOR THE DEPARTMENT OF MFP1501
Module Code: MFP1501 Assessment Date 17.10.2023
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 (which includes the proper use of quotation marks) or 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 of it, 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
intentionof passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarized.
7. I understand that my assignment/exam file/portfolio may be submitted automatically to
Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism -
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name Letty Rivombo Student No: 15380521
Signed L.Rivombo Date 01.10.2023
NAME AND SURNAME LETTY RIVOMBO
STUDENT NUMBER 15380521
MODULE CODE MFP1501
ASSIGNMENT NUMBER 05
UNIQUE NUMBER 685247
DUE DATE 17.10.2023
Question 1
Question 2
Number-word sequence
Is the ability to recite the numbers in the correct order.
• In order to coordinate the number-word sequence with the Stable order principle, learners
must understand that the order of numbers is consistent and fixed.
• Applying the stable order principle to different counting situations allows learners to use the
same number-word sequence to count different objects or sets.
For example, students must understand that after saying 1, the next number is 2, and on and
so forth.
Cardinality
Is the understanding that the last number counted represents the total quantity of the set.
• In order to coordinate the cardinal principle with the number-word sequences, students must
understand that the last number counted represents the total number of objects in the set. This
cooperation allows them to accurately determine the count and associate it with the set's
cardinality.
• By applying cardinality across different counting situations, learners can apply it to sets of
varying sizes. They can use cardinality to determine the number of objects in both a small
and a large set.
For instance, if a learner counts a set of objects and says 1,2,3,4,5,6,7, they understand that
the set contains 7 objects.
One-to-one correspondence
-Is the capacity to identify each object in a set by matching it with a number word.
• When integrating the one-to-one principle with the concept of cardinality, students must
understand that each object in a set should be counted once and only once. They must
combine their understanding of one-to-one correspondence with the understanding that the
last number counted represents the total number of objects in the set.
• Applying the one-to-one principle to different counting situations allows learners to apply
the concept in a variety of contexts. They can use one-to-one correspondence to count objects
in various arrangements, such as rows, piles, or even scattered objects.
For example, when counting a set of objects, students must assign one number word to each
object without jumping or repeating any.
Question 3
3.1 A join problem is a mathematical problem that involves adding two or more quantities
together to find the total.
3.2
Problem types Word problem context Numerical context
Result unknown Letty has 3 sweets, and her
friend gave her 3 more. 3+3=□
How many sweet does Letty
have in total?
Change unknown Letty has 3 sweets, and her 3+□=6
friend gave her some more.
How many sweets were
given to her now that she has
6?
Start unknown Letty already has some
sweets, but her friend gave □+3=6
her 3 more, so now she has 6.
How many sweets had Letty
previously?
Question 4
4.1
Meaning of fraction symbols
Ordering fractions
Equivalent fractions
4.2
Meaning of fraction symbols
Example: Learners may struggle to understand that the fraction 1/2 represents dividing a
whole into two equal parts and taking one of these parts.
Ordering fractions
Example: Comparing 3/4 and 5/8 may be difficult for students who haven't fully understood
the concept of fractions.
Equivalent fractions
Example: Learners may have difficulty understanding that 1/2 equals 2/4.
Question 5
5.1
Observations
1. Class discussion
During classroom discussions, teachers can observe and collect data to assess students'
understanding, participation, and critical thinking skills.
2. Peer and group work
Teachers can observe interactions, record participation levels, and assess contribution quality.
Measurements
1. Tests and quizzes
Teachers can use tests and quizzes to gather information about their students' understanding
of specific content or skills. They can be used to assess knowledge retention, problem-solving
skills, and critical thinking abilities.
2. Scoring rubrics and guides
They serve as a framework for evaluating students' performance on specific tasks. Teachers
can use these tools to assess and measure the abilities of their students.
5.2.
I can organize data using a Frequency table, which is a method of organizing data that shows
how frequently a specific score occurs. I will identify the categories into which the data falls;
once identified, I will count the frequency of each category. As a result, I'll make a table to
organize the data.
5.3.
Bar chart
Tables
REFERRENCES
Mathematics for Foundation Phase (2021-2024) only study guide for MFP1501.Pretoria ;
University of South Africa.
