PRGRT03 Assignment 2 (PORTFOLIO) Semester 2 2023

PRGRT03 Assignment 2 (PORTFOLIO) Semester 2 2023 () - DUE 07 August 2023 100% TRUSTED workings, explanations and solutions. For assistance call or us on . QUESTION 1: Instructions: Choose ONE (1) of the following pre-number concepts AND plan appropriate activities for each cognitive level (Concrete, semi concrete and abstract level) to show how you would develop the concept progressively with Grade R learners.  Sorting and Classifying  Reversibility and conservation  Matching The activities should be developmentally appropriate for Grade R learners and should demonstrate a clear progression from concrete to abstract thinking. The plan should include the following:  A brief description of the pre-number concept and its importance in early childhood education  A detailed description of the activities for each stage of cognitive development  The learning resources you would use in each stage  Clear learning outcomes for each activity  An explanation of how the activities will be assessed Marking Rubric: The assessment activity is out of 25 marks, with the following breakdown:  Description of Pre-Number Concept (5 marks) The plan includes a clear and concise description of the selected prenumber concept and its importance in early childhood education.  Activities for Each Stage of Cognitive Development (10 marks) The plan includes appropriate and well-developed activities for each stage of cognitive development (concrete, semi-concrete, and abstract), with clear learning outcomes.  Progression of Thinking (5 marks) The plan demonstrates a clear progression of thinking from concrete to abstract stages, showing an understanding of the learners' cognitive development.  Assessment and Evaluation (5 marks) The plan includes clear explanations of how the activities will be assessed and evaluated, demonstrating an understanding of assessment principles in early childhood education. 8  Organization, Presentation, Reflections (5 marks) The plan is well-organized, presented in a clear and professional manner, and demonstrates attention to detail. You will be penalised if you use the same examples in the study guide. Plan your own activities Use the following structure to plan your activity Activity 1.1: Pre- number concepts Pre- number concept: Description of the concept: Criteria Concrete Semi concrete Abstract Description of activity Resources used Assessment of learners (Provide example of three questions you would ask for each stage Reflection: What went well. What would you do differently next time QUESTION 2: NUMBER PATTERNS 2.1 Identify a pattern on at least one of your personal items of clothing (e.g., blouses, ties, dresses, scarves) Remember, there must be at least TWO (2) repetitions to show that a pattern is following a specific rule. Now draw the pattern you have identified. Write down at least three features of the pattern, e.g., a blue square is followed by a red triangle, the circles are surrounded by pink dots, or whatever features are specific to your example. [5 marks] …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… Draw the pattern you identified. 2.2 Learners are surrounded by patterns. They encounter patterns and sequences in people’s behaviour, the days of the week, the months of the year, weather cycles, music, art, stories and their environment. They can see repeating patterns of shapes, colours and lines everywhere they look. Identify and describe patterns in your environment and describe the rule of each pattern. Provide examples of patterns in each of the following categories [10 marks] Categories Item/ activity identified Description o f i d e n t i f i e d p a t t e r n and illustration/picture/ photo Nature 10 Man –made objects Events Movement 2.3 There are many types of rhymes, stories and songs which contain a pattern. Identify suitable rhymes, stories and songs for grade R learners with repeating phrases to introduce learners to the concept of patterns. Identify the pattern in the song, rhyme or story. State whether it has a repeating, growing or shrinking pattern. Provide a reason for your answer. [10 marks] The following are some examples that show the idea of growing and shrinking number patterns from songs. You may choose your own song/ rhyme or poem. • This old man • One elephant went out to play • Five little buns in a baker’s shop • Ten fat sausages • Ten in the bed 2.3.1 Use the following guideline to structure your answer Words of song/ rhyme (Write down full words of a verse if the rhyme/ poem is too long) (3 marks) 2.3.2 Identify the language pattern and describe the pattern (repeating/ growing/ shrinking) (3marks) ................................................................................................................................................ . .............................................................................................................................................. ... ............................................................................................................................................ ..... .......................................................................................................................................... ....... 2.3.3 Why do you think it’s a pattern? (2 marks) ............................................................................................................................................... .. ............................................................................................................................................. .... ........................................................................................................................................... ...... 2.3.4 How will you involve learners to recognise the pattern identified? (2 marks) ............................................................................................................................................... .. ............................................................................................................................................. .... ........................................................................................................................................... ...... ......................................................................................................................................... ........ QUESTION 3: SPACE AND SHAPE 3.1 Identify an appropriate song or a rhyme which you can use to teach learners spatial concepts and vocabulary. [10 marks] Use the following guideline to structure your answer Write down/ type the words of the song/ poem/ rhyme that shows positionality (4 marks) Make a list of the spatial concepts and words that can be learnt through this song or rhyme. (3 marks) ................................................................................................................................................ . .............................................................................................................................................. ... ............................................................................................................................................ ..... .......................................................................................................................................... ....… Explain how you would use this song or rhyme to support learning of these positional concepts and language. (3 marks) ................................................................................................................................................ . .............................................................................................................................................. ... ............................................................................................................................................ ..... .......................................................................................................................................... ....… 3.2 This question focuses on culture and symmetry Identify TWO (2) objects / items from your own cultural practice which you can use to teach young learners about symmetry. Explain how you will you use each of these objects to teach the concept. Includes photos/ pictures/ illustrations. [10 marks] Object and description of how it will be used to teach symmetry Illustration/ picture/ photo Object 1 Object 2 QUESTION 4: MEASUREMENT 4.1 Plan a suitable activity to teach Grade R learners about length using nonstandard units of measurement. Include appropriate questions you would use as prompts to develop learners’ problem-solving abilities. Use the following guidelines to structure your answer. [15 marks] 4.1.1 Briefly describe the activity to teach length using nonstandard units of measurement. What will the children be measuring and what will they be using? (XX Marks) …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… 4.1.2 Explain how learners will use the materials to measure. (XX Marks) …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… …………………………………………………………………………………………… …………… Include a picture/ illustration / photo of children measuring.