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EMA1501 Assignment 2 Memo | Due 31 JULY 2025. All questions answered with referencing. Question 1 1.1 Emergent mathematics is the term we use to describe how children construct mathematical concepts and acquire mathematical skills from birth. With the above statement in mind, differentiate between mathematical concepts and mathematical skills, and provide an example for each. Please do not use the examples from the guide, come up with your own. (6) 1.2 DEFINE the following terms and GIVE TWO EXAMPLES for each. 1.2.1 Number sense (3) 1.2.2 Patterns (3) 1.2.3 Measurement (3) 1.2.4 Assessment (3) 1.2.5 Data handling (3) (21) Question 2 There are many approaches to teaching and learning and different theories on how children develop and learn have been documented over the years. 2.1 Name three cognitive development theorists discussed in emergent mathematics. (3) 2.2 In the three tables below, write the name of each theorist and compare and contrast five facts on each one of their theories on how children learn. Please do not copy directly from the study guide – paraphrase, consult other sources and cite them properly. Question 3 Children in the early years of schooling need to experience data handling through practical, hands-on activities. 3.1 Identify and provide an example of a problem statement (question) appropriate for Grade R that can be solved through the data-handling process. (2) 3.2 Explain how you would apply the four stages of the data-handling process to solve the problem you identified. (8) 3.3 Justify why learners should be able to sort objects before they can do data handling. (2) (12) Question 4 Most children are interested in nature and enjoy investigating their surroundings and patterning provides them with opportunities to do that. 4.1 In YOUR OWN WORDS, analyse the importance of patterns in emergent mathematics. (2) 4.2 Categorise the five different modes of how patterns can be presented to learners in emergent mathematics. (15) 4.3 Categorise the patterns shown below: (3) 4.3.1 4.3.2 4.3.3 (20) Question 5 An object is symmetrical when it is the same on both sides. A shape has symmetry if a central dividing line can be drawn on it, showing that both sides are the same. In emergent mathematics, we mainly concentrate on the line of symmetry. A line of symmetry divides a figure into two mirror-image halves. When teaching the of concept symmetry to learners, plan an activity you will use to help learners who have difficulties understanding the concept. Please include your OWN drawings/illustrations. (6) Question 6 Time is naturally more challenging for children to understand than other forms of measurement. This is because time cannot be seen or touched like the other concepts. 6.1 With the above statement in mind, discuss the importance of the Daily Programme in the Grade R classroom. (2) 6.2 Suppose you are Mr Sibanyoni, a Grade R educator. You have a class of 20 learners and their names are: Peter, Sipho, Muhamad, Rose, Zanele, Ashiv, Vuyo, Mika, Zola, Siphiwe, Emma, Tebogo, Jan, Zara, Khanyi, Thomas, Schalk, Ayesha, Lerato and Tyrone. 6.2.1 Design a birthday chart in which you record each child’s birthday (date) in the months of the chart. (3) 6.2.2 Draw a picture relevant to birthdays in each of the months (be creative, do not copy the cupcakes from the study guide). (3) (8) TOTAL: 100
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