Exam (elaborations)
EMA1501 Assignment 5 (COMPLETE ANSWERS) 2024 - DUE 25 September 2024
- Course
- EMA1501
- Institution
- University Of South Africa
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EMA1501 Assignment 5(COMPLETE ANSWERS) 2024
- DUE 25 September 2024
CONTACT: biwottcornelius@gmail.com
,EMA1501 Assignment 5 (COMPLETE ANSWERS) 2024 -
DUE 25 September 2024
QUESTION 1: PRE-NUMBER CONCEPTS (25) Read the
statement below and answer the questions that follow.
From birth already, children are exposed to mathematical
concepts and activities. For example, when feeding a
baby, a mother measures the formula in millilitres; during
bath times, nursery rhymes like, “One, two, three, four
five- once I caught a fish alive” can be said, etc. 1.1 With
the above statement in mind, discuss how the following
five pre-number concepts form the foundational
understanding of numbers and how these concepts
contribute to logical thinking about numbers. (5x3= 15) •
One-to-one correspondence • Comparison • Conservation
• Ordering • Subitising
Pre-number concepts are essential in helping young children build foundational understanding of
numbers and develop logical thinking about numerical relationships. These concepts emerge
through everyday activities and form the basis for more complex mathematical reasoning. Let's
explore the five pre-number concepts mentioned and their contribution to logical thinking about
numbers:
1. One-to-One Correspondence
This concept refers to the ability to match one object to one other object or number in a set. For
example, when a child counts blocks, they point to each block and say one number for each. This
concept forms the basis for counting, ensuring that each number corresponds to one and only one
object.
Contribution to logical thinking: One-to-one correspondence helps children understand
the principle of counting accurately and enables them to recognize that the last number in
a count represents the total quantity of objects. This contributes to logical reasoning about
quantities and comparisons.
2. Comparison
Comparison involves examining two or more objects or sets to determine which is larger,
smaller, or whether they are equal in quantity. For example, a child may compare two piles of
toys to see which has more.
, Contribution to logical thinking: This concept helps children understand relationships
between different quantities. Through comparison, they learn to identify differences and
similarities, an essential step in mathematical operations like addition and subtraction, as
well as in understanding greater than, less than, or equal to.
3. Conservation
Conservation refers to the understanding that the quantity of a set remains the same, even if the
appearance of the set changes. For example, if you spread out a set of five objects, a child who
understands conservation will know that the number of objects hasn’t changed, even though they
look different.
Contribution to logical thinking: Conservation helps children move beyond superficial
appearances and develop an understanding of the invariance of quantity. This is a critical
step in grasping more abstract mathematical concepts, such as place value and operations
like multiplication.
4. Ordering
Ordering refers to the ability to arrange objects or numbers in a sequence based on a specific
criterion, such as size, length, or quantity. For example, a child might line up toys from smallest
to largest or numbers in ascending order.
Contribution to logical thinking: Ordering teaches children about sequences and
patterns, which are fundamental in understanding numerical progressions. It also lays the
foundation for understanding number lines and operations such as addition and
subtraction, which involve moving forward or backward along a sequence.
5. Subitising
Subitising is the ability to recognize the number of objects in a small set without counting them.
For example, a child can look at a group of three apples and instantly know there are three
without having to count each one individually.
Contribution to logical thinking: Subitising enhances a child’s ability to perceive and
interpret quantities quickly, allowing for more efficient problem-solving. It also supports
early arithmetic skills by helping children recognize patterns in numbers and sets, such as
recognizing doubles or grouping for addition.
In summary, these pre-number concepts not only provide children with a foundational
understanding of numbers but also contribute to their ability to think logically about numerical
relationships, patterns, and operations. These early skills support future learning in arithmetic
and more advanced mathematics.
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