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MFP1501 ASSIGNMENT 02 ANSWERS DUE 18 JUNE 2024. This document contains well answered and unique answers that will help you score a very good mark, contact 0/6/7/1/1/8/9/0/5/9 for assignment and exam assistance.£2.25
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MFP1501 ASSIGNMENT 02 ANSWERS DUE 18 JUNE 2024. This document contains well answered and unique answers that will help you score a very good mark, contact 0/6/7/1/1/8/9/0/5/9 for assignment and exam assistance.
MFP1501 ASSIGNMENT 02 ANSWERS DUE 18 JUNE 2024
Question 1
Jacob and Willis (2003) outline hierarchical phases through which multiplicative thinking develops, which include one-to-one counting, additive composition, many-to-one counting, and multiplicative relations. Discuss each phase to show h...
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, QUESTION 1
Jacob and Willis (2003) outline hierarchical phases through which
multiplicative thinking develops, which include one-to-one counting, additive
composition, many-to-one counting, and multiplicative relations. Discuss each
phase to show how best you understand it. N.B. It should not be the same. Be
creative.
Phase 1: One-to-One Counting
Picture a young boy or girl on a toddler playing in a garden picking the flowers. The
child counts each flower individually. This phase is known as one-to-one counting
and as in planting seeds wherein, each seed is unique and is not equal to any other.
I would explain that the child knows the flowers equal one of his counting numbers in
the sequence. It is a simple process right from where we start approximating quantity
and gives a basic thought that each object can be counted only once and not more.
Phase 2: Additive Composition
Later in the child’s development, they begin picking flowers and putting them into
little bouquets again. For example, they select three flowers, then two different ones
are selected. They now think of how many flowers they would have in their
possession in total. This is additive composition. It’s akin to combining ingredients in
a recipe: There are three flowers, and I take two more making them five flowers. The
child is therefore able to combine objects to make a big total of objects which are
numerous in small groups. This phase is important since it lies in between counting
and actual addition; a concept closely related to multiplication through repeated
addition.
Phase 3: Many-to-One Counting
Next, imagine the child grouping them in many bunches, one bunches in five flowers
for instance. Instead of counting each flower individually, the child now counts the
groups: They began to count the number of bunches – one, two, three, … The
current phase, many-to-one counting, is like sorting the books into shelves. A certain
number of books can fit a shelf and a child counts the shelves and not the books on
them. In this phase, the idea of grouping as well as counting in groups is enforced
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