EMERGENT MATHEMATICS ASSESSMENT 05

NAME(s): NDZALAMA VALENTINE

SURNAME: MASWANGANYI
STUDENT NO: 21704783
MODULE: EMERGENT MATHEMATICS
MODULE CODE: EMA1501
QUESTION 1: Pre-Number Concepts.
1.1.A) One-to-One Correspondence is the ability to match one object with another
or number. It is the foundational idea behind counting.
It contributes with helping children understand that the last number counted
represents the total quantity of objects.

B) Comparison is the evaluation of two or more objects or numbers to determine

relationships such as bigger, smaller, more or less, ect.
It contributes with helping the children grasp the concept of magnitude and relative
size, forming the basis for understanding more complex mathematical operations like
addition and subtraction.

C) Conservation is the understanding that the quantity of a set remains the same,
even if its arrangement changes.
It helps the children recognize that numbers represent fixed quantities, irrespective
of how the items are arranged.

D) Ordering is the arranging of objects or numbers based on a size, amount or

numerical value.
It allows children to develop sequencing skills, which are important for understanding
numerical order, place value, and progression of numbers.

E) Subitising is the ability to instantly recognize the number of items in a small set
without even counting.
It helps the children with understanding number patterns and quantities at a glance,
which also lays the groundwork for efficient counting.

1.2 One-to-one Correspondence

Activity Example: Counting Objects
 Give the children small blocks for them to count out loud and match each
object with the correct number.

- Comparison:
Activity Example: Comparing groups
  Present children with two bowls, each with fruits inside and ask them to
decide which group has more or less objects inside.

- Conservation
Activity Example: Object rearranging
 Take a few counters and arrange them in a straight line and rearrange them a
few times, then ask the learners if the number of counters have changed.

-Ordering
Activity Example: Size Sequencing
 Give the children various-sized objects (e.g. containers) and ask them to
arrange them from smallest to largest.

-Subitising
Activity Example: Dot Recognition
 Show the children a few cards with dots (e.g. number cards) and them how
many dots they see without counting them.
QUESTION 2: Developing Mathematical Concepts through Play.
2.1. Physical and Locomotor Play
- Fantasy Play
2.2. Locomotor Play involves activities that requires movements, such as running,
jumping, climbing, ect. It contributes to math learning through counting and
sequencing because when a child skips or jump they count the number of steps they
took, which helps the child develop the understanding of patterns and order. They
also learn how to measure distance by comparing the height or distance they’ve
jumped.

- Fantasy Play involves activities like role playing and imagination. This type of
play supports the development of mathematical concepts like Language
Developments and Problem-solving. When a child in involved in fantasy play,
they encounter problems that require mathematical thinking such as Dividing
toys and resources( sharing).
QUESTION 3: Time.
Integrating these concepts into the grade R daily program.
3.1. BIRTHDAYS:
 Learning Focus: Understanding the passage of time and sequencing events.

 Activity: Create a birthday chart in the classroom and have every child mark
their birthday on the calendar. Explain to them how their birthday only comes
once a year, to reinforce the idea of the passage of time.
 LASS DISCUSSION: Ask the children questions like, ‘’who had a birthday last
month and who’s birthday is next’’, to help the children recognize and
understand that events happen at specific times.

CALENDAR:
 Learning Focus: Days of the Week, Months, and Sequencing.

 Activity: Start each day by going over the classroom calendar. Ask the
learners help me with identifying what Day it is and what DAY comes after the
current Day/Date. To help introduce the concept of ‘’Yesterday, Today and
Tomorrow’’ to the learners.
 Class Discussion: Play calendar games, Sing a song about the days of the
week where all learners participate in naming the days of the week and
months of the year.

SEASONS:
 Learning Focus: Understanding how time affects nature over a year
(seasons)

 Activity: Create seasonal charts in a form of a tree that portraits all the
seasons of the year. Ask the learners to dress the ‘Trees’ with color paper that
match the seasons. e.g. dress one tree with paper flowers to indicate spring,
another with leaves to indicate Autumn.

 Class Discussion: Talk about which seasons their birthday is in, e.g. Ask
questions like ‘what season comes after Autumn’ ? , to familiarize them with
sequencing.
DAY AND NIGHT:
 Learning Focus: The daily cycle of time, difference between Day and
Night.

 Activity: Use picture cards to act out a typical day. Show the learners
what we do during the Day ( e.g. Waking up, going to school) and what we
 do during the Night( sleeping, the moon appears, ect) , to help them
understand the concept of a Day being made up of Morning, Afternoon
and Night by letting them share their own daily routines.

 Class Discussion: Ask the learners what activities they do during the day
and what activities they do at night time , and if they know the difference of
those time zones.
QUESTION 4: Patterns.
4.1. Patterns are important in problem-solving because they help individuals in
making sense of information, predict outcomes and find solutions. The recognition of
patterns allows us to identify regularities and relationships within data or situations.

Contribution of Patterns to problem-solving:

 Patterns encourages logical thinking, which helps with developing analytical
and logical reasoning.
 Patterns promote creativity, recognizing a pattern can lead to new ideas and
innovative solutions.
 Patterns can facilitate predictive thinking, identifying patterns allows one to
predict what comes next which is important to everyday problem-solving.
 Patterns reduce cognitive load by eliminating the need to treat every scenario
as entirely new. Recognizing a familiar pattern allows for quicker responses
based on past experiences.
4.2. A) Explanation of the Steps
STEP1: Child can RECOGNIZE a pattern:
 At this stage, the child can identify that there is a pattern present. They
see the repetition of shapes, colors, sounds, ect, even though they
can’t describe the pattern yet.
STEP2: Child can DESCRIBE a pattern:
 Now the child can verbally describe what makes up the pattern. The
child can explain that the pattern consists of repeated elements.
STEP3: Child can COPY a pattern:
 The child is now able to replicate a given pattern using similar
numbers, objects, colors, ect, They can visually or physically reproduce
what they observe.
STEP4: Child can EXTEND a pattern:
 At this stage, the child can predict and continue the pattern beyond
what has been given. They now understand the rule of repetition.
STEP5: Child can CREATE a pattern:
 The child is now capable of generating their own patterns from scratch,
demonstrating the understanding of repetition sequencing
4.3.
STEP1: RECOGNIZING the pattern:
 Activity: Show the children a pattern of shapes, like Triangle, Circle .e.g. A
pattern of alternating Green and Black blocks ( Green , Black, Green, Black)
STEP2: DESCRIBING the pattern:
 Activity: After showing the children the pattern, ask them if they notice
anything repeating and have the learners describe what they see .e.g. “what
comes after the green block’’.
STEP3: COPYING the pattern:
 Activity: Give the children a set of colored blocks and ask them to replicate the
pattern created in-front of them. E.g. Arrange color blocks and ask them to
copy it with their own blocks and replicate the sequence.
STEP4: EXTENDING the pattern:
 Activity: Show the children a partial pattern and ask them what comes next.
E.g. if the pattern is ‘’ Green, Black, Green, Black’’ and ask them what color
should follow next in the sequence. Ask them to continue with ’’Black’’.
STEP5: CREATING the pattern:
 Activity: Give the children same materials like, Shapes, beads, color papers,
ect, and ask them to create their own pattern. Encourage them to structure
their own designs.
QUESTION 5: Data Handling.

5.1. Data Handling is a branch of mathematics in which mathematical tools are used
to Collect, Organize, Represent and Interpret numerical information or data.
5.2. Data-handling process:
 Collect
 Organize/Sort
 Represent
 Interpret
Collecting the Data
 Involve the gathering of data from various sources such as Surveys,
Experiments and other means.
Organizing the Data
 Structure the collected data in a systematic way, e.g. Tables and
Spreadsheets.
Representing the Data
 Present clear results for easy understanding and communication. E.g. use
graphs, charts and tables.
Interpreting the Data
 Draw conclusions and insights from the analyzed data, making sense of the
results to inform decision-making.
5.3.Mrs Pelo can start by posing a question like ‘ Which season has the most
birthdays in our class’ to encourage the learners thinking capabilities.
 COLLECT THE DATA.
- Mrs Pelo can guide the learners into collecting the data on their birthdays,
by asking the learners to share their birthday dates and months.
- Write each learners birthday and name on chart grouped by months.
- Once the months are listed, she can ask the class to organize the months
into seasons, e.g. ( Summer: December, January, February )

 ORGANIZE THE DATA.

- Mrs Pelo can create a simple graph chart for the learners to count how
many birthdays fall under each season.

 REPRESENT THE DATA.

- After the chart counting, Mrs Pelo can ask the learners to create visual
representation of the data.
- Each learner can draw a simple bar graph showing the number of
birthdays in each season.
  INTERPRET THE DATA.
- Once the data is organized and represented, Mrs Pelo can guide the
learners in analyzing the data.
- Ask questions like’ which season has the most birthdays?’
- ‘which season has the least birthdays?’
- ‘How many birthdays fall under winter and Autumn combined?’.
Mrs Pelo can now discuss with the learners what they have discovered :
- Learners can explain the process they followed and answer the questions
posed earlier.
- They can talk about their graphs and how they represent the seasons and
birthdays.
QUESTION 6: Assessment.

6.1. Informal and Formal Assessment.

Assessment is the process of gathering information about children from several
forms of evidence, then organize and interpret the information. There are two type of
assessments, namely Formative (informal) and Summative (formal) assessment.
Formative assessments are a set of informal assessment methods undertaken by
teachers during the learning process ( e.g used for planning instructions). On the
other hand, Summative assessments are a set of formal activities, such as tests that
take place at the end of a learning unit.