Mathematics Teaching in The Foundation Phase 1

F-MAT 221
Mathematics Teaching in the

Foundation Phase 1
F-MAT 221
BACHELOR OF EDUCATION IN FOUNDATION PHASE
TEACHING
MATHEMATICS TEACHING IN THE

FOUNDATION PHASE 1
YEAR 2
F-MAT 221
Level 6
Credits 12
CURRICULUM AND LEARNING GUIDE
Copyright ¤ SANTS Private Higher Education Institution. Pty. Ltd.

PO Box 72328, Lynnwood Ridge, 0040
2020
¤ All rights reserved. Apart from any fair dealing for the purpose of research, criticism or
review as permitted under the Copyright Act, no part of this book may be reproduced or
transmitted in any form or by any means, electronic or mechanical, including photocopying
and recording, without permission in writing, from SANTS.
MATHEMATICS TEACHING IN THE FOUNDATION PHASE 1 CURRICULUM AND LEARNING GUIDE
2020 Edition
Program coordinator Prof Ina Joubert

SANTS Private Higher Education Institution
Discipline coordinator Mrs Linda le Hanie

Dr Ingrid Sapire
University of Witwatersrand
Author(s) Dr Lawan Abdulhamid

University of Witwatersrand
Mrs Ina Nel

Mrs Mariaan Bouwer

Reviewer Dr Tony Mays

University of Pretoria, SAIDE
Language editor Yvonne Thiebaut

Consultant Editor: Xseed Education
Technical editor Mrs Judith Brown

Graphic artist N/A
Printing BusinessPrint
BEd (FOUNDATION PHASE TEACHING) i

BACHELOR OF EDUCATION IN FOUNDATION PHASE

TEACHING
1. WELCOME TO THE MODULE
Dear SANTS student,
We welcome you to the Mathematics Teaching in the Foundation Phase 1 (F-MAT 221)
module that forms part of the Bachelor of Education in Foundation Phase Teaching
programme and wish you success in your studies.
The purpose of the Bachelor of Education in Foundation Phase Teaching programme is to

offer a curriculum that develops teachers who can acquire and eventually articulate
focused knowledge, skills and general principles appropriate for Foundation Phase
teaching, as specified in the Revised Policy on the Minimum Requirements for Teacher
Education Qualifications (Department of Higher Education and Training, 2015).
The Bachelor of Education (BEd) qualification requires that teachers develop a depth of
specialised knowledge, practical competencies (skills) and experience in a Foundation
Phase context. As part of the BEd qualification, you will need to gain experience in applying
what you are learning during a period of Workplace Integrated Learning (WIL). This means
you will spend some time teaching Foundation Phase learners in an authentic (real)
context.
The BEd qualification programme is aligned with the Revised Policy on the Minimum
Requirements for Teacher Education Qualifications, in particular Appendix C of the policy
that outlines the Basic Competencies of a Beginner Teacher (Department of Higher
Education and Training, 2015, Government Gazette, No. 38487, p. 62).
2. OUTCOMES OF THE PROGRAMME

At the end of the four-year Bachelor of Education Teaching programme, you must
demonstrate the following competencies related to your own academic growth and
potential to work with Foundation Phase learners:
x Read, write and speak the language in ways that facilitate your own academic
learning.
x Read, write, and speak the language/s of instruction related to Foundation Phase in
ways that facilitate teaching and learning instruction in the classroom.
x Demonstrate competence in communicating effectively, in general and in relation to
Foundation Phase specialised knowledge in order to mediate and facilitate learning.
x Interpret and use basic mathematics and elementary statistics to facilitate your own
academic learning and to manage teaching learning and assessment.
BEd (FOUNDATION PHASE TEACHING) ii
x Use information and communications technology (ICT) in daily life and in teaching.
x Explain the contents and purpose of the national curriculum with particular reference
to Foundation Phase.
x Demonstrate skill in planning, designing, and implementing learning programmes that
are developmentally appropriate and culturally responsive to Foundation Phase
context.
x Demonstrate competence in identifying and accommodating diversity in the
Foundation Phase classroom, and in the identification of learning and social
problems. This includes planning, designing and implementing learning programmes
to accommodate diversity.
x Demonstrate an understanding of the theoretical and pedagogical fields of study that
influence education and teaching, as well as learning decisions and practices.
x Demonstrate the ability to function responsibly within an education system, an
institution and the community in which an institution is located.
x Demonstrate a respect for and commitment to the educator profession.
x Demonstrate an understanding of:
o The principles underpinning the disciplines for the various learning
areas;
o Pedagogical content knowledge of the learning subjects to be taught;
o Planning and designing learning opportunities;
o Resourcing teaching and learning; and
o Reflecting on teaching;
x Demonstrate competence in observing, assessing and recording learner progress
regularly.
x Reflect upon and use assessment results to solve problems and to improve teaching
and learning.
x Demonstrate competence in selecting, using and adjusting teaching and learning
strategies in ways that meet the needs of both learners and context.
x Demonstrate competence in managing and administering learning environments and
supporting learners in ways that promote social justice ideals.
x Conduct yourself responsibly, professionally and ethically in the classroom, the
school and the broader community in which the school is located.
x Display a positive work ethic that benefits, enhances and develops the status of the
teaching profession and of early childhood education more broadly.
3. PROGRAMME STRUCTURE
The BEd degree is presented on the National Qualifications Framework (NQF) Exit level 7
with minimum total credits of 498, earned over the four years. The table below shows the
curriculum implementation plan of the BEd degree you are studying. It also tells you how
many credits each module carries. You will also see at which NQF level the study material
has been prepared and which modules you need to pass each year. This four-year
BEd (FOUNDATION PHASE TEACHING) iii

programme has been planned to strengthen the competencies you will need as a beginner
teacher.
Outline of modules of the BEd (Foundation Phase Teaching) programme:

Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 1
SEMESTER 1 SEMESTER 2
Academic Literacy B-ALI 110 5 10 Critical Literacies for Teachers B-CLT 120 5 10
Introduction to Mathematics
Fundamental Mathematics B-FMA 110 5 10 F-MAT 120 5 10
Teaching in the Foundation Phase
Professional Studies in the
Computer Literacy B-CLI 110 5 10 Foundation Phase 1: Classroom F-PFS 121 5 10
Practice
Education Studies 1: Theories Education Studies 2: Theories of
B-EDS 111 5 10 B-EDS 122 6 12
of Child Development Learning and Teaching
Introduction to the Language
Introduction to Life Skills Teaching
and Literacy Landscape in the F-LLL 110 5 10 F-LSK 120 5 10
in the Foundation Phase
Foundation Phase
Language of Conversational C-LCX 120
Competence: isiXhosa / isiZulu / C-LCZ 120 5 10
Sepedi C-LCS 120
50 52-62
Workplace Integrated Learning Year 1 F-WIL 101 5 18
Sub-total credits for Year 1: 120 - 130
YEAR 2
English Home and First
English Home and First Additional
Additional Language and
F-EHF 211 6 15 Language and Literacy Teaching in F-EHF 222 6 15
Literacy Teaching in the
the Foundation Phase 2
Foundation Phase 1
Home Language and Literacy F-HLA 211 Home Language and Literacy F-HLA 222
Teaching in the Foundation F-HLX 211 Teaching in the Foundation Phase F-HLX 222
6 12 6 12
Phase 1: Afrikaans / isiXhosa F-HLZ 211 2: Afrikaans / isiXhosa / isiZulu / F-HLZ 222
/ isiZulu / Sepedi F-HLS 211 Sepedi F-HLS 222
Professional Studies in the Professional Studies in the
Foundation Phase 2: School F-PFS 212 6 12 Foundation Phase 3: Social Justice F-PFS 223 6 12
and Classroom Management and Current Issues in Education
Education Studies 3:
Education Studies 4: History of
Curriculum, Pedagogy and B-EDS 213 6 12 B-EDS 224 6 12
Education and Education Policies
Assessment
Life Skills Teaching in the
Mathematics Teaching in the
Foundation Phase 1: Personal F-LSK 211 6 12 F-MAT 221 6 12
Foundation Phase 1
and Social Well-being
English First Additional Language
and Literacy Teaching in the F-FLE 221 6 12
Foundation Phase 1
F-FLA 221
First Additional Language and Literacy
F-FLX 221
Teaching in the Foundation Phase 1: 6 12
F-FLZ 221
Afrikaans / isiXhosa / isiZulu / Sepedi
F-FLS 221
48-63 60-63
BEd (FOUNDATION PHASE TEACHING) iv

Module name Code NQF L Credits Module name Code NQF L Credits
YEAR 3
English Home and First First Additional Language and F-FLA 322
Additional Language and Literacy Teaching in the Foundation F-FLX 322
F-EHF 313 6 15 6 12
Literacy Teaching in the Phase 2: Afrikaans / isiXhosa / F-FLZ 322
Foundation Phase 3 isiZulu / Sepedi F-FLS 322
Home Language and Literacy F-HLA 323 English First Additional Language
Teaching in the Foundation F-HLX 323
6 12 and Literacy Teaching in the F-FLE 322 6 12
Phase 3: Afrikaans / isiXhosa / F-HLZ 323
isiZulu / Sepedi F-HLS 323 Foundation Phase 2
Mathematics Teaching in the Mathematics Teaching in the

F-MAT 312 6 12 F-MAT 323 6 12
Foundation Phase 2 Foundation Phase 3
Foundation Phase 2: Physical F-LSK 312 6 12 F-LSK 323 6 12
Education Foundation Phase 3: Creative Arts
Professional Studies in the
Education Studies 5:
B-EDS 315 7 14 Foundation Phase 4: Teacher F-PFS 324 7 14
Sociology of Education
Identity and the Profession
50-65 38-50
YEAR 4
First Additional Language and
English Home and First F-FLA 423
Literacy Teaching in the Foundation
Additional Language and F-FLX 423
F-EHF 414 7 14 Phase 3: 7 14
Literacy Teaching in the F-FLZ 423
Afrikaans / isiXhosa / isiZulu /
Foundation Phase 4 F-FLS 423
Sepedi
Home Language and Literacy F-HLA 424
English First Additional Language
Teaching in the Foundation F-HLX 424
7 14 and Literacy Teaching in the F-FLE 423 7 14
Phase 4: Afrikaans / isiXhosa F-HLZ 424
Foundation Phase 3
/ isiZulu / Sepedi F-HLS 424
Digital Pedagogies for Mathematics Teaching in the
B-DPT 420 5 10 F-MAT 414 7 14
Teachers Foundation Phase 4
Life Skills Teaching in the Life Skills Teaching in the
Foundation Phase 4: Natural F-LSK 414 7 14 Foundation Phase 5: Social F-LSK 425 7 14
Sciences and Technology Sciences
38-52 28-42
Research in Education B-RED 400 7 22
Total credits for programme: 498 - 529
Language competencies will be assessed during the course of your programme.
The modules in the programme can be divided into four broad types of learning
(Department of Higher Education and Training, 2015, pp. 9-11). Each type of learning
develops specific knowledge, values and attitudes, competencies and skills to achieve
the overall exit level outcomes of the programme.
BEd (FOUNDATION PHASE TEACHING) v

The different types of learning are:
Fundamental learning, which includes student personal and academic

development:
x This type of learning involves academic literacy, critical literacies for teachers,
fundamental mathematics, computer literacy and digital pedagogies for
teachers.
Disciplinary learning:
x This learning includes subject matter knowledge and includes the study of
education and its foundations and specific specialised subject matter;
x Knowledge of the child and how the child grows, develops and learns;
x Understanding of the processes of teaching and learning and the articulation
between child development and teaching and learning; and
x Understanding of the historical, socio-political, policy and curriculum contexts of
education particularly in South Africa.
Situational learning:
x Situational learning refers to knowledge of the varied learning situations of
learners. This learning involves specifically learning about the context of the
learner. These modules are called professional studies.
x Professional Studies focuses on:
o The complex context of teachers and teaching and learning in general and
Foundation Phase in particular;
o Multi-faceted and multi-layered positions and roles a teacher occupies; and
o The relationship between teaching and learning in the context of the school
and classroom and specifically the Foundation Phase classroom.
Pedagogical learning:
x This learning includes disciplinary general pedagogic learning knowledge referring
to the study of principles, practices and methods of teaching;
x Pedagogic content knowledge which includes specialised pedagogic content or
subject knowledge which includes how to present concepts, methods, strategies,
approaches and rules of a specific discipline when teaching; and
x It also includes tools for implementing teaching and learning and assessment in
context.
BEd (FOUNDATION PHASE TEACHING) vi

Types of learning and modules in the BEd (Foundation Phase Teaching) programme
Types of
Modules
learning
Fundamental Academic Literacy
learning Fundamental Mathematics
Student personal Computer Literacy
and academic Critical Literacies for Teachers
development Digital Pedagogies for Teachers
Disciplinary Education Studies 1: Theories of Child Development
learning Education Studies 2: Theories of Learning and Teaching
Education Education Studies 3: Curriculum, Pedagogy and Assessment
studies Education Studies 4: History of Education and Education Policies
Education Studies 5: Sociology of Education
Situational Professional Studies in the Foundation Phase 1: Classroom Practice
learning Professional Studies in the Foundation Phase 2: School and Classroom
Professional Management
studies Professional Studies in the Foundation Phase 3: Social Justice and Current Issues
in Education
Professional Studies in the Foundation Phase 4: Teacher Identity and the
Profession
Pedagogical FOUNDATION PHASE (FP)
learning Introduction to the Language and Literacy Landscape in the FP
Pedagogy Introduction to Mathematics Teaching in the FP
Mathematics Teaching in the FP 1, 2, 3 and 4
Introduction to Life Skills in the FP
Life Skills Teaching in the FP 1: Personal and Social Well-being
Life Skills Teaching in the FP 2: Physical Education
Life Skills Teaching in the FP 3: Creative Arts
Life Skills Teaching in the FP 4: Natural Sciences and Technology
Life Skills Teaching in the FP 5: Social Sciences
Languages:
Five language options:
English Home and First Additional Language and Literacy Teaching in the FP 1, 2,
3 and 4
Choose another (additional) language at Home Language level OR First Additional
Language level: Afrikaans, isiXhosa, isiZulu, Sepedi
Only if Afrikaans is chosen as another language: choose between isiXhosa, isiZulu,
Sepedi as Language of Conversational Competence (LoCC)
Afrikaans Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

English First Additional Language and Literacy Teaching in the FP 1, 2 and 3
BEd (FOUNDATION PHASE TEACHING) vii

Types of
Modules
learning
Choose between isiXhosa, isiZulu, Sepedi as Language of Conversational
Competence (LoCC)
isiXhosa Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

isiZulu Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

Sepedi Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

We call these four types of learning, the knowledge mix of a module (Department of
Higher Education and Training, 2015, p. 11). The level of knowledge for this module is set
at level 6 and it carries 12 credits. For every credit you should spend approximately 10
hours mastering the content. You will thus have to spend at least 120 hours studying the
F-MAT 221 material and doing the assignments and any assessments.
The knowledge mix of this level 6 module with the related credits is as follows:
x Disciplinary learning, (Study of education and its foundations, 1 credit and Subject
knowledge, 5 credits);
x Pedagogical learning, (General pedagogic knowledge, 1 credit and Pedagogic
content knowledge, 4 credits); and
x Situational learning with 1 credit.
4. PURPOSE OF THIS MODULE

Purpose
This module will prepare students to understand and teach numbers, operations, and
number relations by providing both subject and pedagogical content knowledge. Students
will understand how to sequence mathematical knowledge and plan, implement and
assess mathematical learning in the Foundation Phase.
Learning Outcomes
At the end of this module students should be able to:
x Plan mathematics learning programmes.
x Evaluate, select, and implement appropriate methods for teaching numbers,
operations and number relations in the Foundation Phase.
x Assess mathematical learning.
x Use assessment for learning and teaching.
x Plan appropriate mathematics learning environments.
BEd (FOUNDATION PHASE TEACHING) viii
x Select and develop appropriate resources for mathematics learning.

x Identify and support learners with barriers to mathematical learning.
x Reflect on practice.
Content
This module continues to lay the foundation for development of mathematical
understanding by introducing students to subject and pedagogical content knowledge in
order to understand and teach number, operations, and number relations. The content
comprises:
x Planning mathematics learning programmes.
x Curriculum mapping for mathematics teaching and learning in the Foundation
Phase.
x Number relations, place value, ordering, and rounding off.
x Operations of whole numbers.
x Assessment of number relations, place value, ordering, and rounding off.
x Identification of barriers to mathematics learning.
x Support for learners with barriers to mathematics learning.
Competencies
x Sound subject and pedagogical content knowledge;
x Plan, implement, and assess mathematical learning in diverse contexts.
x Identification of mathematical barriers to learning;
x Use of assessment results to improve teaching and learning; and
x Reflection of practice.
5. WORKING THROUGH THE CURRICULUM AND LEARNING

GUIDE (CLG)
We developed the CLG to help you master the content through a distance education
mode. You will not have full time tutoring or support but the Student Orientation Booklet,
accessible at MySANTS, offers guidelines for distance learning. Aspects such as
plagiarism are also explained in this booklet. Make use of MySANTS as a support system
for any academic queries.
These guidelines will help you to:
x Work consistently throughout the semester;

x Manage your time efficiently;
x Complete assignments on time; and
x Prepare for tests and examinations.
BEd (FOUNDATION PHASE TEACHING) ix

As you read the CLG, draw on your own experiences and the knowledge you already
have. The core text and recommended reading texts included in the CLG will also help
you to deepen your understanding of the content and concepts you are working through.
In the CLG, you will find a glossary (word list). The wordlist will help you understand
difficult concepts by providing the definitions (meaning) of such words. You will also find
icons (small pictures). The icons indicate the type of activity you must do. If you do each
activity as suggested, you ought to advance and consolidate your understanding of the
core concepts in the module. You will find a list of the icons used in this CLG on the next
page.
Reading and writing activities have been designed to help you make connections with
what you already know, master the content and reflect on what you have learnt. Scenarios
(situations resembling an authentic (real-life) context) and dialogues provide background
to what you are learning. The review / self-assessment questions are based on the
learning outcomes.
Doing each activity will help you understand the content. Get a book or file in which you
complete all your activities. Write full sentences and always use your own words to show
your understanding. Working systematically through each activity, according to the
estimated time for each activity as provided, will also help prepare you for assessments
(assignments and the examination).
Try to find other students to work with. It is easier to share ideas and complete activities
when working in a study group. Doing so, may help you to master the content more
easily.
Commentaries appear at the bottom of some activities. Commentaries are not answers
but rather a reflection to guide your understanding of the activity and to assist you in
knowing whether your own answer is appropriate or not. These commentaries alert you
to aspects you need to consider when doing the activity.
WRITING ACTIVITY
An activity is designed to help you assess your progress and
manage your learning. Sometimes you will have to define,
explain, and/or interpret a concept. Scenarios and dialogues
are often used to contextualise an activity. They will also help
you bridge theory and practice by linking the concept and real
life situations. When responding to the activities, use your
own words to show your understanding. Do not copy directly
from the text of the CLG. At the end of most activities, you will
find commentary that aims to guide your thinking and assess
how well you have understood the concepts. The activities
are numbered for easy reference.
BEd (FOUNDATION PHASE TEACHING) x

READING ACTIVITY
Reading activities may require you to read additional material
not printed in the Curriculum and Learning Guide. These
readings will be either the full text or part of a core or
recommended journal article. Journal articles will give you an
expanded or alternative view on a concept. You might be
required to explain the concept from a different perspective
or compare what has been stated in the CLG with what you
read in the journal article.
STUDY GROUP DISCUSSION
All study group discussions or peer activities require
preparation BEFORE the discussion. Preparation includes
reading and completing activities in writing. Study group
discussions are an opportunity for reflection and for you to
apply what you have learnt. Sharing your learning
experiences may help you to learn with and from each other.
Study group discussions can be done in your own study
group or at the SANTS academic support sessions.
REFLECTION
Reflection means to think deeply or carefully about
something. Reflection activities require you to review critically
what you have learnt and link this with your personal
experiences or what you have observed during Workplace
Integrated Learning (WIL).
REVIEW / SELF-ASSESSMENT
Often questions are provided at the end of each unit to assist
self-assessment. These questions are similar to the type of
questions that you may be asked in assignments or
examinations.
6. SELF-DIRECTED LEARNING
As a distance education student, it is your responsibility to engage with the content and to
direct your own learning by managing your time efficiently and effectively.
We designed the following self-directed learning programme template so that you can plan
your time carefully and manage your independent learning. The template will also help you
to keep to due dates and thus complete the assignments on time. Careful time
management and breaking the work up into manageable chunks will help you work through
the content without feeling too stressed. Once you have worked through the activities you
should be able to contribute to discussions with peers in your own study group or during
the non-compulsory student academic support sessions.
BEd (FOUNDATION PHASE TEACHING) xi

When completing the template, consider the following:
x This module is offered in the second semester of your second year of study.
x The semester is 15 - 20 weeks long.
x The module carries 12 credits and has been developed for NQF level 6. It
should take you about 120 hours to work through this module.
x The 120 hours will be spent reading, studying, and completing the activities
in this CLG, as well as the assignments. You will also spend time preparing
and writing the examination.
x The estimated time to read for and complete each activity has been
suggested.
x You will need 5 to 10 hours to complete each assignment. This means you
will need to budget about 20 hours in total.
x You should plan to spend about 10 to 20 hours preparing for the examination
in order to be successful.
Plan your studies and keep pace of your progress by completing the template below. It
is not divided into specific weeks, but into the number of units in the CLG. Depending
on the nature of the content, it is possible to complete two or more units in one week.
Sometimes, you may only be able to complete one unit in a week. Use the template as
a guide to help you plan and pace yourself as you work through the content, and
activities in each unit.
Add dates to the template indicating when you plan to start working through a particular
unit. In addition, using a SANTS academic calendar will also assist you to pace your
learning. There is also space to indicate the due dates (deadlines) of the assessments.
UNIT IN CLG CONTENT IN CLG DATE PLANNED
Number relationships,
UNIT 1 place values, and ordering
NUMBERS AND NUMBER and comparing numbers
RELATIONSHIPS Rounding off whole
numbers
Addition
UNIT 2
ADDITION AND
SUBTRACTION OF WHOLE Subtraction
NUMBERS
Addition and subtraction –
inverse operations
BEd (FOUNDATION PHASE TEACHING) xii

UNIT IN CLG CONTENT IN CLG DATE PLANNED
ASSIGNMENT 1
ASSIGNMENT 2
EXAMINATION
7. CORE READING
Core readings are an important part of your studies as you need to refer to these text(s)
when answering some of the questions in the activities.
1. Broadbent, A. (2004). Understanding place-value – a case study of the base ten

game. Australian Primary Mathematics Classroom, 9(4), pp. 45-46.
Available on EBSCO:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=15254092&site=
ehost-live
2. Department of Basic Education. (2011). Curriculum and Assessment Policy

Statement. Mathematics: Grades 1 – 3. South Africa: Government Printing.
Open source:
https://www.education.gov.za/Curriculum/CurriculumAssessmentPolicyStatements
(CAPS)/CAPSFoundation.aspx
The text(s) for the first core reading is available on EBSCOhost. To access the core reading
text(s) use the library tab on MySANTS and click on the EBSCOhost link.
8. RECOMMENDED READING
As a distance education student, you cannot only rely on your CLG. We recommend that
you also study the following sources so that you have broader insight into the study
material:
1. Gifford, S. (2005). Teaching Mathematics 3-5 : Developing Learning in the

Foundation Stage. Maidenhead: McGraw-Hill Education. (Chapter 8).
Available on EBSCO:
http://search.ebscohost.com/login.aspx?direct=true&db=nlebk&AN=233933&site=eh
ost-live&ebv=EB&ppid=pp_77
BEd (FOUNDATION PHASE TEACHING) xiii

2. Herholdt, R. & Sapire, I. (2014). An error analysis in the early grades mathematics –
a learning opportunity? South African Journal of Childhood Education, 2014(1),
pp. 42-60.
Open source:
http://www.scielo.org.za/scielo.php?script=sci_arttext&pid=S2223-
76822014000100004
You can access the recommended reading texts by using the library tab on MySANTS and
then click on the EBSCOhost link or using the direct URL as indicated.
9. ASSESSMENT OF THE MODULE

The SANTS assessment policy is included in the Student Orientation Booklet and is also
available on MySANTS. The policy provides information regarding the types of assessment
you will need to do. It includes information about progression rules, perusal of marks, or
requests for remarking assessments.
In this module, both formative and summative assessments are done over a period of time
(continuous assessment). The activities in the Curriculum and Learning Guide (CLG) are
varied and are aimed at assisting you with self-directed learning. Reflecting on what you
are learning and discussing it in a study group is always helpful through self-assessment.
The personal reflection or review is aimed at revision, reinforcement, and self-assessment
while informal peer assessment takes place during the group discussions. The following
table provides a summary of the assessment for this module:
9.1 Summary of assessment

Summary of assessment
TYPES OF FORM OF ASSESSMENT WEIGHTING
ASSESSMENT
Formative assessment Two written assignments (100 marks 60%
each)
Summative assessment Examination (100 marks) 40%
TOTAL 100%
9.2 Self-assessment
An activity aimed at self-assessment is included at the end of each unit. Before you
complete the self-assessment activity, reflect on what you have learnt in the respective
unit. Revise the main concepts and if there is any topic or concept you are unsure about,
go back to the relevant unit and revise.
BEd (FOUNDATION PHASE TEACHING) xiv

9.3 Assignments
To support you in your self-directed learning and to keep track of your own progress, we
will provide guidelines or the memoranda on MySANTS after the assignments have been
marked and returned.
In order to demonstrate that you have gained the knowledge, skills, values, and attitudes
described in the learning outcomes of the module, you need to do the following:
x Complete and submit each assignment (100 marks) before the due date.
x Submit both assignments that constitute 60% of your final promotion mark to qualify
for admission to the examination.
The task brief (specific information regarding what to do and how to prepare for each
assignment) will be explained in the assignment itself. These assignments are provided at
the beginning of the semester together with your CLG for this module. The assignments
are also available on MySANTS.
9.4 Semester examination

At the end of the semester, you have the opportunity to sit for a formal summative
assessment. This includes the following:
x Write a formal examination, out of 100 marks that will constitute 40% of your
final promotion mark. Please read the SANTS Assessment Policy that deals
with all aspects of the general assessment and the examination policy.
x A minimum of 40% in the examination is required to qualify for a supplementary
examination.
10. PLAGIARISM WARNING FOR STUDENTS

Plagiarism is a form of academic misconduct that can lead to educational or disciplinary
action and has severe consequences - in some cases civil or criminal prosecution.
You are guilty of plagiarism if you copy from another person’s work (e.g. a book, an article,
a website or even another student’s assignment) without acknowledging the source and
thereby pretending it is your own work. You would not steal someone’s purse so why steal
his/her work or ideas? Submitting any work that you have written but have already used
elsewhere (thus not “original”), is also a form of plagiarism (auto-plagiarism). An example
is when you submit the same assignment or a part of it for two different modules.
Avoiding plagiarism by being academically honest is not difficult. Here is what you should
do:
x Submit only your own and original work.

x When using another person’s actual words, sentences or paragraphs, Indicate
exactly which parts are not your own (even if presented in the CLG). You must do
BEd (FOUNDATION PHASE TEACHING) xv
this by referencing in accordance with the Harvard style - a recognised system

specified by SANTS, and you must use quotation marks (“...”).
x You must also reference precisely when using another person’s ideas, opinions or
theory. You must do so even if you have paraphrased using your own words.
x You must acknowledge any information or images that you have downloaded from
the Internet by providing the URL link (web address) and the date on which the
item was accessed (downloaded).
x Never allow any student to use or copy any work from you and then to present it
as their own.
x Never copy what other students have done to present as your own.
x Prepare original assignments for each module and do not submit the same work
for another module.
x Always list any student who contributed to a group assignment. Never submit the
work as if only you worked on the assignment.
The Examination Regulations and Procedures policy contains the following in Section
7.10:
Students may not act in a dishonest way with regard to any test or examination
assessment, as well as with regard to the completion and/or submission of any other
academic task or assignment. Dishonest conduct includes, among other things,
plagiarism, as well as the submission of work by a student for the purpose of
assessment, when the work in question is, with the exception of group work as
decided by the Academic Committee, the work of somebody else either in full or in
part, or where the work is the result of collusion between the student and another
person or persons.
All cases of suspected plagiarism will be investigated and if you are found guilty, there are
serious consequences. Disciplinary action that may result includes:
x You may lose marks for the assignment/activity. Your marks may be reduced by
as much as 50%. You may even be given zero.
x The module may be cancelled and you will have to enrol again. This is a great
waste of time and money.
x Your registration for that entire year may be cancelled. That means not all the
marks you achieved in all the modules you enrolled for will count anything.
x In some cases, prosecutions in courts of law may be instituted.
Plagiarism is considered such a serious academic crime that you are required to sign the
standard document (Declaration of Original Work) to every assignment that you submit
by either using the assignment booklet or electronic submission. The Declaration of
Original Work is printed on the cover of the assignment booklets.
BEd (FOUNDATION PHASE TEACHING) xvi

CONTENT
BACHELOR OF EDUCATION IN FOUNDATION PHASE TEACHING II
1. WELCOME TO THE MODULE ................................................................................. II
2. OUTCOMES OF THE PROGRAMME ...................................................................... II
3. PROGRAMME STRUCTURE .................................................................................. III
4. PURPOSE OF THIS MODULE .............................................................................. VIII
5. WORKING THROUGH THE CURRICULUM AND LEARNING GUIDE (CLG) ........ IX
6. SELF-DIRECTED LEARNING ................................................................................. XI
7. CORE READING ................................................................................................... XIII
8. RECOMMENDED READING ................................................................................. XIII
9. ASSESSMENT OF THE MODULE ....................................................................... XIV
9.1 Summary of assessment .................................................................................. xiv
9.2 Self-assessment ............................................................................................... xiv
9.3 Assignments ......................................................................................................xv
9.4 Semester examination .......................................................................................xv
10. PLAGIARISM WARNING FOR STUDENTS .......................................................... XV
MATHEMATICS TEACHING IN THE FOUNDATION PHASE 1 1

1. INTRODUCTION ...................................................................................................... 1
2. STRUCTURE AND OUTCOMES OF THIS MODULE .............................................. 2
3. GLOSSARY .............................................................................................................. 2
UNIT 1: NUMBERS AND NUMBER RELATIONSHIPS 3

1. INTRODUCTION ...................................................................................................... 3
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1 ........................................ 4
SECTION 1: NUMBER RELATIONSHIPS, PLACE VALUES, AND ORDERING AND

COMPARING NUMBERS 5
1. INTRODUCTION ...................................................................................................... 5
2. HOW TO TEACH NUMBER RELATIONSHIPS ........................................................ 6
2.1 Teaching part-part-whole relationships ............................................................... 6
2.1.1 The use of counters ............................................................................... 7
2.1.2 The use of home-made clay................................................................... 7
2.1.3 The use of connecting cubes or squares of coloured paper .................. 8
2.1.4 The use of missing part activities ........................................................... 9
2.2 Teaching “more/less” and “equal to” relationships ............................................ 12
2.2.1 The use of learners .............................................................................. 12
2.2.2 The use of counters ............................................................................. 12
2.2.3 The use of dot cards and counters....................................................... 13
2.2.4 The use of grids ................................................................................... 14
3. HOW TO TEACH PLACE VALUE........................................................................... 15
3.1 Teaching grouping in tens ................................................................................. 15
3.1.1 The use of real objects ......................................................................... 16
BEd (FOUNDATION PHASE TEACHING) xvii
3.1.2 The use of games ................................................................................ 17

3.1.3 The use of ten-frames .......................................................................... 18
3.1.4 The use of workstations ....................................................................... 19
3.2 Teaching place value ........................................................................................ 21
3.2.1 Concrete level: Place value ................................................................. 21
3.2.2 Semi-concrete level: Place value ......................................................... 26
3.2.3 Abstract level: Place value ................................................................... 28
3.3 How to teach trading rules ................................................................................ 34
3.3.1 Trading rules: ....................................................................................... 34
3.3.2 The use of place-value boards to teach trading rules .......................... 34
4. HOW TO TEACH ORDERING AND COMPARING NUMBERS ............................. 37
4.1 The use of learners ........................................................................................... 37
4.2 The use of counters or objects ......................................................................... 38
4.3 The use of number cards and number charts ................................................... 38
4.4 The use of a number line .................................................................................. 40
4.5 The use of blank number charts ....................................................................... 44
4.6 The use of strips, grids, and written exercises .................................................. 44
4.7 The use of place value diagrams ...................................................................... 46
SECTION 2: ROUNDING OFF WHOLE NUMBERS 47

1. INTRODUCTION .................................................................................................... 47
2. HOW TO TEACH ROUNDING OFF ....................................................................... 48
2.1 Rounding off to the nearest ten ........................................................................ 49
2.1.1 The use of a story ................................................................................ 49
2.1.2 The use of a number line ..................................................................... 50
2.2 Rounding off to the nearest hundred ................................................................ 51
2.2.1 The use of a number line ..................................................................... 51
2.2.2 Completing written exercises ............................................................... 53
UNIT 2: ADDITION AND SUBTRACTION OF WHOLE NUMBERS 56

1. INTRODUCTION .................................................................................................... 56
2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2 ...................................... 58
SECTION 1: ADDITION 59
1. INTRODUCTION .................................................................................................... 59
2. HOW TO TEACH ADDITION .................................................................................. 59
2.1 Steps for introducing addition ........................................................................... 60
2.2 Methods for teaching addition........................................................................... 64
2.2.1 Use of concrete and semi-concrete materials ...................................... 64
2.2.2 Introduce number symbols and operational signs ................................ 71
2.2.3 The order of addition ............................................................................ 74
2.2.4 Adding one and zero ............................................................................ 76
2.2.5 Doubles ................................................................................................ 78
2.2.6 Basic addition facts .............................................................................. 78
2.2.7 Repeated addition ................................................................................ 80
BEd (FOUNDATION PHASE TEACHING) xviii
2.2.8 Number tracks and number lines ......................................................... 83

2.2.9 Written exercises ................................................................................. 90
2.2.10 Breaking down and building up numbers ............................................. 95
2.2.11 Add by breaking down numbers into place value parts ...................... 100
2.2.12 Vertical addition ................................................................................. 104
2.2.13 Three-digit addition using various algorithms ..................................... 107
2.2.14 Application of addition in word problems ............................................ 110
SECTION 2: SUBTRACTION 111

1. INTRODUCTION .................................................................................................. 111
2. HOW TO TEACH SUBTRACTION ....................................................................... 112
2.1 Steps for introducing subtraction .................................................................... 112
2.2 Apply to real life situations .............................................................................. 115
2.3 Methods for teaching subtraction .................................................................... 116
2.3.1 The use of concrete objects and models ........................................... 116
2.3.2 Teach subtraction as “think addition” ................................................. 118
2.3.3 Written exercises ............................................................................... 119
2.3.4 Subtract by using the breaking down method .................................... 120
2.3.5 Vertical subtraction ............................................................................ 122
2.3.6 Multiple operations: Addition and subtraction .................................... 125
SECTION 3: ADDITION AND SUBTRACTION − INVERSE OPERATIONS 129

1. INTRODUCTION .................................................................................................. 129
2. INVERSE RELATIONSHIPS ................................................................................ 132
3. METHODS FOR TEACHING INVERSE RELATIONSHIPS .................................. 132
3.1 Start with addition ........................................................................................... 132
3.2 Start with subtraction ...................................................................................... 135
3.3 Use fact families ............................................................................................. 135
REFERENCES 139
ADDENDUM A: NUMBER EXPANSION CARDS....................................................... 141
ADDENDUM B: 100S CHART .................................................................................... 142
ADDENDUM C: LESSON PLAN TEMPLATE ............................................................ 143
ACTIVITIES 1 TO 48
BEd (FOUNDATION PHASE TEACHING) xix

MATHEMATICS TEACHING IN THE FOUNDATION

PHASE 1
1. INTRODUCTION
This module follows on from the module: Introduction to Mathematics Teaching in the
Foundation Phase (F-MAT 120). It is based on the premise that understanding the concept
of numbers, place value, rounding off and basic operations is a requirement for young
children to develop further mathematical understanding. This first module of four about
mathematics and mathematics teaching in the Foundation Phase will continue to empower
you, as a student teacher, to teach mathematics effectively to Foundation Phase learners
and to reflect on your practice. The emphasis of this module is on developmental
progression as well as the theory and practice of mathematics teaching and learning in the
Foundation Phase.
This module deals with the following:
Unit 1: Numbers and Number Relationships will introduce you to some of the core concepts
in the content area of numbers – the starting point of mathematical learning. This unit
presents many strategies that will enable you to effectively teach the basic number
concepts of number relationships, place values, ordering and comparing numbers as well
as rounding off whole numbers. You will be introduced to the subject and pedagogical
content knowledge to understand, teach and assess these topics in the Foundation Phase,
including identifying conceptual errors and supporting learners with such barriers to
learning.
Unit 2: In this unit, you will learn about the teaching of addition and subtraction. You will
learn about the different types of addition and subtraction problems and strategies to solve
these problems. Furthermore, you will learn about the inverse relationship between
addition and subtraction. In addition, you will learn HOW to teach and assess Foundation
Phase learners to add and subtract fluently and WHY operational fluency is important in
the Foundation Phase. You will also learn to identify learners’ possible conceptual errors
and address these in the classroom.
BEd (FOUNDATION PHASE TEACHING) 1

2. STRUCTURE AND OUTCOMES OF THIS MODULE
This module consists of two units and provides you with the opportunity to work towards
the outcomes listed below.
MATHEMATICS TEACHING IN THE

FOUNDATION PHASE 1
UNIT 1 UNIT 2
Numbers and number Addition and subtraction of whole
relationships numbers
Outcomes: At the end of this unit, Outcomes: At the end of this unit,
you should be able to plan, teach you should be able to plan, teach
and assess: and assess:
x Number relationships, place x Addition and subtraction in
value, and ordering and lessons that are sequenced,
comparing numbers in lessons coherent, and appropriate to the
that are sequenced, coherent, Foundation Phase context.
and appropriate to the x Identify conceptual errors and
Foundation Phase context. support learners with these
x Rounding off whole numbers in barriers.
lessons that are sequenced,
coherent, and appropriate to the
Foundation Phase context.
3. GLOSSARY
Understanding these terms will assist you when working through this module.
Addends - The numbers to be added to get a sum.
Ascending order - Shows an increase in size and value.
Commutative - If changing the order of the operands does not change

the result.
Consecutive - Numbers that follow on in sequence from smallest to

largest, one at a time (Modlin, 2006).
Descending order - Shows a decrease in size and value.

Difference - The result of subtracting one number from another.
Operand - The quantity on which an operation is done.
Ordering of numbers - Arrange quantities or numbers according to specific

criteria, e.g. from least to most.
Place value of a digit - Refers to the position of a digit in a number; this position
determines the digit’s value.
Product - The answer when numbers are multiplied together.
Quotient - The answer after you divide one number by another:

dividend ÷ divisor = quotient.
Rounding off - Means making a number simpler but keeping its value
close to what it was.
Sum - The total when numbers are added.
Value of a digit - Refers to the specific value of a digit in a number, i.e. in

the number 495 the value of the digit 4 is 400.
UNIT 1: NUMBERS AND NUMBER RELATIONSHIPS
1. INTRODUCTION
In Unit 1 you will be introduced to some of the core concepts in the Numbers, Operations
and Relationships content area of mathematics. We will start by introducing numbers and
number relationships concerning number sense and counting. This is the starting point of
mathematical teaching and learning. This unit presents many strategies that will enable
you to effectively teach the basic number concepts of number relationships, place values,
ordering and comparing numbers as well as rounding off whole numbers.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 1
Unit 1 provides you with the opportunity to work towards competence in the areas listed
below and consists of the following two sections:
UNIT 1
NUMBERS AND NUMBER
RELATIONSHIPS
SECTION 1 SECTION 2
Number relationships, place Rounding off whole numbers
values, and ordering and
comparing numbers Learning outcomes: At the end of
this section, you should be able to:
Learning outcomes: At the end of x Explain how whole numbers are
this section, you should be able to: rounded off.
x Explain how learners discover x Provide learners with activities to
and explore the different round off whole numbers.
relationships among numbers. x Identify possible misconceptions
x Provide learners with activities and assist learners to correct
that will support their conceptual errors.
understanding of the place value.
x Provide learners with activities to
enable them to order and
compare numbers.

SECTION 1: NUMBER RELATIONSHIPS, PLACE

VALUES, AND ORDERING AND COMPARING
NUMBERS
1. INTRODUCTION
A number might mean different things to different people in different contexts. To a learner,
the number “7”, for instance, might mean the following different things:
I am seven years old! I live in 7 Mandela Drive.
7 is the number after 6 and Seven is one of the digits in my

before 8. mom’s cell phone number.
These multiple meanings of “7” show how the concept of “7” can be associated with
different situations. As a teacher, you therefore need to know some important concepts
regarding the different meanings of numbers.
Numbers are related to one another through a variety of number relationships. For
example:
x part-part-whole (involves seeing numbers as being made of two or more parts);

x more/less relationships and equal to;
x relationship with 10;
x the position or order of the number; and
x about approximation or rounding off.
In this section, you will learn about number relationships, place value, and ordering and
comparing numbers and how to teach these topics to learners. We can only describe, order
and compare numbers if we understand the relationship between numbers. All these
number relationships lay the foundation for place value, which we will be discussing later
in this unit.

90 minutes
1
Reflect on your understanding of the following number relationships by providing two
examples of each:
1. Part-part-whole.
2. The position or order of the number.
3. More and less relationships.
First, write down your examples and then compare your answers to the commentary
below.
Commentary:
An example of part-part-whole is: Owen has 6 marbles. Two (2) marbles are red, and
the rest are blue. How many blue marbles does Owen have? We are given the whole
and we need to find the part. This would involve subtraction, 6 − 2 = 4.
An example of the position or order of the number could be: What number comes before
9? What number comes after 7?
More or less relationships involve problems such as: What number is 2 less than 6?
What number is 4 more than 8?
You will learn more about number relationships and how to teach this topic to learners in
the Foundation Phase in this section.
2. HOW TO TEACH NUMBER RELATIONSHIPS
To be able to order and compare numbers, learners need to be aware of some number
relationships. We therefore start by giving ideas on HOW to teach learners to understand
some important number relationships.
2.1 Teaching part-part-whole relationships
The most important number relationship learners need to understand is that a number is
made up of two or more parts. The ability to think about a number in terms of parts is a
major milestone in learners’ understanding of numbers.
In this example, you can see how the whole (of 8) is divided
zz
z zz into two parts: 5 objects and 3 objects. This relationship can
zz z be seen as: “Five and three is eight” or “Five plus three is
eight”. In this case, 8 can be thought of as a set of 5 and 3. It
means 5 plus 3 is equal to 8. This relationship can be written
as: 5 + 3 = 8.
In the same way, 2 plus 6 is equal to 8; 1 plus 7 is equal to 8, etc. However, some learners
find it difficult to understand that the same “whole” can be broken up into different parts
and, therefore, need enough practice in part-part-whole relationships (Naudé & Meier,
2014). Different activities that can be used to practice part-part-whole relationships will be
shared with you. The correct sequence when teaching any new topic in mathematics, e.g.
part-part-whole relationships is from concrete to semi-concrete to abstract. In the
paragraphs that follow are ideas (strategies) to follow.
2.1.1 The use of counters
Divide the class into small groups (6 to 8 learners per group). During a teacher-guided
activity, work with one group at a time, while other groups are involved in side activities.
Let learners work in pairs. Hand out a set of 10 counters (such as beans or bottle tops)
and a large piece of scrap paper to each pair. Ask them to count out a certain number of
counters (say 8). Now ask each pair to divide the designated quantity into two or more
amounts. Then learners must explain how they separated the number into different sets
and read the parts out loud (e.g. 8 is 5 and 3, or 8 is 4 and 3 and 1). Let learners also listen
to the explanation of the other pairs in the small group. Examples of how learners can
break up 8 are shown next.
five and three four and four four and two and two
2.1.2 The use of home-made clay
If you have the ingredients, you can make a large bowl of home-made clay (playdough) to
use in class.
Here is the recipe:
x Dissolve 1 cup salt in 2 cups hot water.

x Then add 2 cups cake flour and a tablespoon of cooking oil.
x Add more flour if it is too runny or too sticky. (Have a small bowl of flour on each
table for sticky fingers!)
In some regions, real clay (soil clay) is available. If available, you can successfully use
natural clay in your classroom to teach mathematics!
Hand out a fist-size ball of home-made clay to each learner. They use the clay to make
different combinations of a specific number (e.g. 6). They can be creative and make nests
with eggs. For example:

four eggs and two eggs
Make sure they describe their combinations correctly (e.g. one nest with four eggs, another
nest with 2 eggs makes 6 eggs altogether).
2.1.3 The use of connecting cubes or squares of coloured paper
Provide learners with one type of concrete aid such as connecting cubes or squares of
coloured paper. The task is to see how many different combinations of a specific number
they can make using two parts, e.g. make different groups of 8:
five and three
four and four
If you do not have connecting cubes, use old newspaper print to cut-out small squares. If
you can, use two different colours of paper so that learners have two sets of different
coloured paper. They then make one group with the one colour and the other group with
another colour. This helps them distinguish better between the two groups of numbers. As
soon as they can write the number symbols, let them write these down, e.g. 5 and 3.
five and three
four and four
90 minutes
2
1. Choose one of the activities discussed above to teach part-part-whole relationships.
Explain what is meant by the following levels when learners complete the activity:
x The concrete level.
x The semi-concrete level.
2. Do you have any more ideas of activities that can be used to teach part-part-whole
relationships? Write down two of your ideas.
Commentary:
During the concrete level, learners need to handle concrete objects (objects they can
touch and feel). In the semi-concrete level, they can make drawings and use symbols. It
is imperative for learners to start with the concrete level where they can use as many
senses as possible, for example, to see, touch and feel. Only after learners have
mastered the concept on the concrete level, are they ready to move to the semi-concrete
level where they no longer work with the concrete objects but with representations
thereof, i.e. drawings and pictures. Refer to F-MAT 120 for a complete explanation of the
three levels: concrete, semi-concrete and abstract.
2.1.4 The use of missing part activities
Use concrete material
Have empty containers (e.g. yogurt or margarine tubs) available, one for each pair of
learners. Hand out a specific number of counters to each pair (e.g. the whole is 7). Tell the
learners to turn the tub face down and to “hide” some of the counters under the tub, so no-
one can see! One learner place a few of the counters under the tub (e.g. 4) and leaves the
rest outside (3). The other learner must now identify the number of hidden counters.
“The whole is seven. How many are hidden under the tub?”
Source: Jess (2009)
If the learner sees the 3 counters outside, she or he knows: “Three and four is seven”. If
the learner hesitates, the hidden part must be revealed so that the learner can see and
count. Learners must take turns to find the missing parts.

Use semi-concrete material
On a semi-concrete level, introduce missing-part cards to play the same type of games as
explained above.
You can make your own missing part cards for the numbers,
say 4 to 10. Use A4 paper (or cardboard). Cut each A4 sheet
into 10 equal strips. You will need at least 60 strips. Fold each
strip into three equal parts and then unfold as shown
alongside.
For each long strip, you need ONE extra loose piece (a third)
that can be used to cover one of the parts on the long strip.
Therefore, use 2 more A4 sheets, cut in 10 equal strips and
fold into three equal parts. Cut each strip into 3 equal pieces
by cutting on the folded lines.
For your classroom, you will need a set with ALL the possible
combinations for each number. HINT: Do your planning first
to see how many cards you will need for each number. For
example, for the number 6 we need at least the following
combinations:
Source: SANTS Archive
Combinations of 6
0 6 0+6=6
1 5 1+5=6
2 4 2+4=6
3 3 3+3=6
We use the number 6 as an example here and show ONE possible combination (six is four
and two).
Make two dot sets in the
middle and right-hand side.
Write the number
symbol in the left 6
part.
Now use one of the loose pieces (third) as a flap to cover the dot set on the right-hand
side. Use cello tape or a paper clip to attach the flap so that learners can easily lift the flap
and cover the dots again.

Cover one part with a

loose flap. Six is four and …? Think
first and then lift the flap
6 ? to check your answer.
Hand out a set of missing-part cards to each group of learners, i.e. at least 6 cards showing
different combinations of the number 6. Learners use the cards as in “covered parts” to
determine the part-part-whole relationship (e.g. 6 is three and three; four and two; one and
five; etc.).
Make sure that your learners develop a firm understanding of how numbers, like 4 and 5
are built up before you expect them to extend their work to numbers from 6 to 12. When
doing part-part-whole activities, it is important that learners should say or “read” the parts
out loud or draw or write them down in some form. This encourages them to focus their
thoughts on the part-part-whole relationship.
120 minutes
3
1. Use cardboard to make your missing part cards for the numbers 5 and 7 (according
to the instructions in the above-mentioned example). Use cardboard (you may cut
from empty boxes). Take your cards along to the next academic support session or
study group. (If you have time, make all the cards for the numbers 4 to 10.)
2. In approximately 80 words, justify the tendency to place more emphasis on learning
on a concrete level in the Foundation Phase.
Commentary:
Did you remember to do your planning tables first before you started making your
missing part cards? If you laminate or use DC-fix to cover the missing part cards, they
will be much more durable. Keep your set of missing part cards for future use and for
your teaching.
180 minutes
4
In the next academic support session or in your own study group:
1. Demonstrate how you will use the missing part cards to develop learners’ number
concept.
2. Listen to and learn from other students. Make notes of what you learn from other
students or your tutor.
Next you will learn how to teach “more/less” and “equal to” relationships.
2.2 Teaching “more/less” and “equal to” relationships
Learners develop the concepts one more or one less, two more or two less when they
practically experience that there is “one without a partner” (in a one-to-one-
correspondence relationship, as discussed in F-MAT 120). Also, when they share sweets
between friends, they discover that someone has one or two more (or less) than the other.
For learners who are at the beginning of understanding numbers, this is a difficult concept.
We must make sure that we provide enough practice with concrete apparatus to establish
the concepts of one more / two more / one less / two less. Furthermore, learners should
be proficient in counting forwards and backwards to understand and describe “more than
and less than” relationships. Therefore, ensure your learners get enough practice in
counting forwards and backwards.
As with all other mathematics concepts, learners should be exposed to a variety of learning
experiences to develop their understanding of more/less relationships. Naudé and Meier
(2014) recommend that “the more than” and “less than” concepts should be taught together
because some learners find the “less than” concept more difficult to understand than the
“more than” concept. When addressing the two concepts simultaneously, learners will
realise the inverse relationship between numbers. For example, 18 is 2 more than 16;
therefore, 16 is 2 less than 18.
2.2.1 The use of learners
Let learners participate in a “one and two more, one and two less” game. Ask one learner
to make a group of 5 friends, another to form a group of 4 and so on (until all the learners
are in groups of 10 or less. Let the groups stand in rows. Learners must compare the rows
of learners and order the groups in ascending (increasing) or descending (decreasing)
order.
Ask learners questions like:
x What is different about the row of five and the row of four?
x Which row has one more (or two more) than the row of four?
x Which row has one less (or two less) than the row of six?
x Which rows have the same number of learners?
2.2.2 The use of counters
Hand out counters (the number you are focusing on for the week, say 6) to each learner.
Ask them to put out five counters. Now put out one more. How many are there now? Take
away two counters. How many are there now? Continue giving instructions involving one
and two more and one and two less. Encourage learners to describe the relationship using

the words “more than” and “less than” or “equal to”. Gradually increase the difficulty level
and work with larger numbers.
After enough practice with concrete materials, introduce semi-concrete aids together with
concrete aids, e.g. dot cards (semi-concrete) and counters (concrete). The semi-concrete
representation (dots or pictures) is more abstract than a concrete object, but it is not a fully
abstract written form. Semi-concrete representations help move the learners towards
abstract methods of recording operations.
2.2.3 The use of dot cards and counters
Let learners work in small groups at a table to make more-than sets. Provide each learner
with a few dot cards (between 1 and 8) and 10 counters. Ask learners to individually
construct a set of counters that is one more than and later, two more than the set shown
on their card.
Dot card Two more than the dots

with five on the dot cards is
dots. seven counters.
Use the above activity to reinforce the concept “less than” by reminding learners that the
five dots are two less than the seven counters. Also, give learners the opportunity to pack
out counters that are “equal to” the number of dots.
Dot card Five counters are equal

with five to five dots.
dots.
Group members must check each other’s counters to verify if their answers are correct.
Let stronger learners assist struggling learners to find the answer.
To expand on this activity, let one of the learners spread out his or her dot cards in the
middle of the table. They should then find another card (from the other learners in the
group) that is “two-more-than” or “two-less-than” each of the cards displayed. Learners
must also take turns to describe the relationship between two of the displayed dot cards.
For example: “Four is two less than six” or “Six is two more than four” or “Two more than
four is six.”
To increase the difficulty level of this activity, learners can be provided with number symbol
cards and counters.

Two more than the

Number number symbol is seven
symbol 5. 5 counters.
x Grade 1s must begin with working with numbers from 1 to 10. The same
principles for one more / two more / one less / two less for numbers between
1 and 10 must later be extended so that learners understand that 16 is one more
than 15 and two less than 18. We need to help them to make this connection
by providing many opportunities to discover this concept through concrete
experiences.
x Grade 2s must work with an increased number range on a more semi-concrete
level (using models and drawing pictures).
x Grade 3s need to work with larger numbers in an abstract way. For example,
using grids.
2.2.4 The use of grids
At Grade 2 and Grade 3 level, learners must be able to establish the relationship between
numbers in a much more abstract way and be able to write the number names. Design
activities like the following:
Grade 3:
Number Number name in words Number Number 2 more 2 less 3 more

just just
before after
413 Four hundred and 412 414 415 411 416
thirteen
501
765
919
90 minutes
5
1. In a mind map, summarise the different activities that can be used to promote
learners’ understanding of “more/less” relationships.
2. In 120 words, discuss the sequence in which you will present these activities. Clearly
indicate the reason you have decided on this specific sequence.
Commentary:
In sequencing the activities, keep the recommended trajectory of learning (concrete to
semi-concrete to abstract) in mind.
We will now focus on how to teach place value.
3. HOW TO TEACH PLACE VALUE
Understanding “grouping in tens” as a pre-place value concept is a prerequisite

(condition) for understanding place value. It is essential that learners should have a good
understanding of the meaning of “one ten” to understand place value.
3.1 Teaching grouping in tens
“One ten” is still a difficult concept for most Grade 1 learners to grasp. They therefore need
a lot of exposure to make groups of ten with concrete apparatus so that they eventually
learn to see that (for example) a group of ten together with a group of five makes 15
(without counting).
As learners encounter numbers beyond nine, they begin to see that there are big changes
in the way we read and write numbers. Up to nine, we simply use a new digit symbol to
give each number a name (e.g. 1 or 2 or 3 ...). After nine, we begin to group in tens (and
in multiples of ten) and we place digits in different places to show their value.
Now learners need to learn that:
x The digits in the numbers 10 to 19 stand for one group of ten (10) and a number
of units that is not enough to make another group of ten. That means that 11 is one
group of ten and one unit (11 = 10 + 1), 12 is one group of ten and two units
(12 = 10 + 2), etc.
x The digits in numbers from 20 to 29 stand for two groups of ten (20) and a number
of units that are not enough to make another group of ten. That means that
21 = 20 + 1; 22 = 20 + 2; ... and so on.
x The digits in numbers from 30 to 39 stand for three groups of ten (30) and a
number of units that are not enough to make another group of ten. That means
that 31 = 30 + 1; 32 = 30 + 2; ... and so on.
Our number system is a base ten system (refer to B-FMA 110) Base ten: Refers to our
decimal number system
and the most critical time for developing the understanding of place which uses 10 as the base
and needs ten digits (0, 1,
value occurs during the Foundation Phase when many of the 2, 3, 4, 5, 6, 7, 8 and 9) to
required number concepts are being developed. represent numbers.
Counting is the first step towards understanding our number system. Many learners in the
Foundation Phase might not have mastered rational counting completely. Counting starts
with rote counting, i.e. the ability to know the counting words in order. Rational counting,

on the other hand, refers to counting with understanding, i.e. counting objects while using
counting words correctly in a one-to-one correspondence as illustrated below.
Rote Counting Rational Counting

Source: The Yellow Peach (2009)
1,, 2,, 3,, 4,, 5,, 6,, 7,, 8,, 9,, 10,,
11, 12, 13, 14, 15,, 16,, 17,
18, 19, 20, 21, 22, 2222,, …
1 2 3 4 5
How to teach rote and rational counting was discussed in the module: Introduction to
Mathematics Teaching in the Foundation Phase (F-MAT 120). Rational counting above
ten is the beginning of understanding place value. Foundation Phase learners need many
counting experiences with concrete objects involving grouping in tens to develop a sound
concept of place value. Below are some ideas to teaching grouping in 10s to promote
learners’ understanding of the base ten concept.
3.1.1 The use of real objects

Provide many opportunities for learners to develop an understanding of a group of ten and
how to group a larger number of objects in groups of ten. These experiences MUST at first
be on the concrete level.
Collect “groupable”/discrete objects, for example:
x counters like small stones, bread tags, bottle tops, etc. (store them in containers like
empty margarine tubs or ice-cream containers);
x sticks or straws (that can be bundled together in 10s and tied with an elastic band);
x washing pegs (that can be clipped together in chains of tens);
x paper-clips (that can be chained together in 10s); and
x strips of 10 squares and loose squares (teacher-made from cardboard).
Have activities where learners make groups or bundles of ten with a variety of objects, e.g.
bundle 10 sticks together with an elastic. When they have a clear understanding of 10,
learners can start making up different numbers. Start with
multiples of ten (20, 30, 40, etc.), and later, extend this activity to
include 2-digit numbers that are not multiples of ten (e.g. 13, 28,
34) so that they gain experience with groups of ten and remaining
ones. Interlocking cubes can also be used if these are available.
To help learners develop an understanding of a group of ten and remaining ones, use an
A4 sheet of paper and 20 counters. Draw a line in the middle of an A4 paper. Hand out 20
counters to each learner. Let them count out 10 counters and put them on one side of their
paper. Next, have them put five counters on the other side. Together, count all the counters
one-by-one. Now say: “Ten and five is fifteen”. Let learners turn the page around and say:
“Five and ten is fifteen”. Repeat with other numbers more than 10 but less than 20.
Learners pack out the new number without changing the 10 side of the paper. They work
in small groups at their tables. Gradually, increase the number of groups of tens. Hand out
a sufficient number of counters for each learner to make as many piles of ten (depending
on their level) as they can with their counters. They count their piles in tens and say how
many piles (tens) they have. They also indicate the remaining ones.
Encourage learners to work out how many they need to make another pile of ten. (Learners
can also try to borrow from one another to make as many full piles of ten as possible.) With
more experience, learners will be able to count in 20s and in 50s and then in 100s.
3.1.2 The use of games
Let learners use games to practice counting and grouping in tens in a more challenging
but fun way. Here is an example:
Learners work in small groups at their tables. Hand out 10 Does not count.
counters (e.g. beans) to each group. Each group must draw
a scatter-board like the example shown, using 2 concentric 1s
circles (2 circles within one-another). 10s
They write 1s on the outer circle and 10s in the smaller inner
circle. Explain the rules and procedures of the game to the
learners. Learners take turns to close their eyes and scatter
their counters onto the board.
The larger, outer circle represents the units and the inner circle represents the tens. If a
counter lands in the small circle (or on the line), the value is ten and if a counter lands on
the outer circle (or on the outer line), the value is one. Counters that miss the board don’t
count. As a group, they need to work out and write down their score. Who had the highest
score? (The score on this board is 23.)

3.1.3 The use of ten-frames
Make your own ten-frames to use in class. Use a clean A4 sheet or cardboard from empty
cereal boxes to make ten-frames.
Fold the paper/cardboard in half and in half

again. Cut into four strips.
You can make TWO ten-frames from one

strip. Fold each strip in half (short side) and
cut it.
Fold each strip in half (length),

draw a line on the fold.
Use a ruler to measure 2 cm widths on the midline. Use a black marker to draw
four vertical lines across the strip. If the last part is much wider than 2 cm, also
measure 2 cm and cut off the extra part.
Your completed ten-frame should look like this:

Ten-frame
You will need at least 50 ten-frames for your class.
NOTE: For Grade 1s, start with 5-frames (cut a ten-frame in half – length-wise) to establish
their understanding of benchmark 5. If you are sure that they have acquired an
understanding of groups of numbers that make five, introduce ten frames. Let them first
use one ten-frame to make combinations of numbers up to ten. They first fill up the first
frame with fives and use the second frame for the remaining numbers (e.g. for 8, they fill
5 on the first frame and 3 on the second frame). Work with numbers within their number
range.
For Grade 2s, you can work with larger numbers. Hand out more ten-frames (up to 10 ten-
frames) and 100 beans (or ten packs of ten counters) to each small group of learners.
Learners use their ten-frames to fill the tens (make groups of ten) with beans. You call out
a number, and learners fill their ten-frames according to your instruction.
“Get forty-two beans and fill up your ten frames.”

To fill up their ten-frames with 42 beans, learners need to use 5 of their ten-frames: 4 for
the forty and 1 for the two extra 2 beans. Let learners also record (write down) the amount,
for example:
______tens _____ extras
Also, call out other numbers for learners to fill. Let learners check each other’s attempts to
see if they correctly filled their ten-frames. Ten-frames can still be used in Grade 3,
especially to support learners who still need to develop their concept of numbers.
3.1.4 The use of workstations

On a more advanced level, you can prepare workstation activities where learners use
concrete objects to make groups of tens and ones together with a written exercise to record
their answers. The above examples are also suitable activities for workstations.
Workstation activities need thorough planning and should be incorporated into your daily
lesson plan.
An example of the planning of a workstation is shown below.
Workstation 1: Units and Tens
Use counting bags (or any other container) with a specific amount of counters, e.g. 34
beans. Learners throw out the content, count it and record it as a number symbol on their
form. Then they must group it into as many tens as possible, and the learners record the
grouping on the form. Learners return all the counters in the container and move to the
next station.
Worksheet for Workstation 1:
Group name:
How many beans are in the bottle?
Write the amount in words:
Group the beans in tens and units TENS UNITS
Write the number of beans in symbols:
Source: Kenrick (2011)

180 minutes
6
You want to reinforce your Grade 2 learners’ understanding of “grouping in tens” before
introducing them to place value.
Plan four different workstations to reinforce their understanding of base ten. Your
planning should include:
x the preparation of the required Learning and Teaching Support Materials (LTSM)
for each workstation; and
x a worksheet with clear instructions for workstation activity and space to record
numbers represented in the activities.
Take your workstation activities to the next student academic support session or
discuss with your peers in your study group.
Commentary:
When planning your workstations, keep in mind that learners enjoy learning through
play and that they learn best when taken through the 3 levels of learning, i.e. from
concrete through semi-concrete to abstract. Thus, provide for concrete and semi-
concrete activities. Recording the numbers at each work station will promote learning
on an abstract level. Activities should be within the prescribed number range for
Grade 2 learners. Be creative and develop at least one activity of your own.
180 minutes
7
1. In your own study group or at the next academic support session, set up four
workstations with different activities on “grouping in tens” by selecting one activity
from each group member.
2. Each group member works through the four workstations and copy and completes
the checklist (see below) for each workstation.
Note: Comments should not be limited to aspects which have been ticked off under
the “No” column. Remember to add suggestions on how to improve the activity if
this is required.
3. As a group, discuss your experiences, findings and suggestions for improvement
on the activities.
Checklist for Workstation

Criteria Yes No Comment
The activity is developmentally
appropriate for Grade 2 learners.

The activity will reinforce learners’

understanding of “grouping in tens”.
The worksheet’s instructions are clear.
Appropriate space is provided for the
recording of numbers.
Suggestions on how to improve the activity:
4. Each group member should consider the suggestions for improvement of their own
activities.
3.2 Teaching place value
Place value is the basis of our entire number system (refer to module B-FMA 110). A place
value system is one in which the position of a digit in a number determines its value. In the
standard system, called base ten, each place represents ten times the value of the place
to its right. You can think of this as making groups of ten of the smaller unit and combining
them to make a new unit.
Ten ones make up one of the next larger unit, tens. Ten of those units make up one of the
next larger unit, hundreds. This pattern continues for greater values (ten hundreds = one
thousand, ten thousands = one ten thousand, etc.), and lesser, decimal values (ten tenths
= one, ten hundredths = one tenth, etc.).
To promote learners’ understanding of this concept, we first start with concrete

experiences and then proceed to semi-concrete and abstract experiences.
3.2.1 Concrete level: Place value
The use of concrete models for base ten concepts can play a key role in supporting
learners to understand the idea of “a ten” as both a single entity and as a set of 10 units
(van de Walle, Lovin, Karp & Bay-Williams, 2014). These models should be “put-together-
and-take-apart” models so that learners can physically group ten items together as one
ten or take them apart to have 10 ones. Furthermore, van de Walle et al. (2014) claim that
the model for ten should be ten times larger than the model for a unit and ten times smaller
than the model for one hundred. Dienes blocks is an example of a teaching aid that can
be effectively used to demonstrate the relationship between ones, tens, hundreds, etc. on
a concrete level.

Thousands Hundreds Tens Ones
Keep in mind that Foundation Phase learners will be focusing on mastering place value as
reflected below:
Grades 1 and 2: Ones (units) and tens.

(Grade 1: two-digit numbers up to 20; and
Grade 2: two-digit numbers up to 99.)
Grade 3: Ones (units), tens and hundreds (3-digit numbers up to 999).
150 minutes
8
1. How would you expect a learner to group the ice cream sticks below to reveal the
number of ice cream sticks as a base ten numeral?
2. How can learners represent the same number using base ten Dienes blocks?
3. Are the base ten Dienes blocks more effective in showing the representation? Why
do you say so?
4. Use base ten blocks to show the exchange, from 19 to 20, in a concrete display.
5. Draw displays of 17 and 27 using base ten blocks. Which represents the biggest
number? How do you know?
Commentary:
Group the ice cream sticks into groups of ten. There will be 2 groups of ten and 3 loose
units will remain. The number of sticks is 23.

Representation of 23
19 blocks Plus 1 more block Becomes 20 blocks – 2 groups of 10 blocks
17 blocks 27 blocks
In the display for 17, there is only one ten and 7 units. In the display for 27, there are
two tens and 7 units. Thus, 27 represents the biggest number as this number has
more tens.
The importance of using concrete material in the development of learners’ understanding

of the base ten number system cannot be emphasised enough, as proven by the research
in the case study below. The complete article by Broadbent (2004) can be accessed at:
http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=15254092&site=ehost-
live
Reading: Place value - A case study of the Base Ten Game (Broadbent, 2004)
The initial objectives of this project were to research approaches for improving
students’ mathematical learning outcomes in relation to the base ten number system
and methods for tracking students’ understanding of numbers within a whole class
setting. The research also aimed to explore the strategies that support the learning of
each student as he or she progresses to the next stage of understanding the number
system.

The research attempted to build upon the work of previous studies that explored ways
in which teachers could more actively assist students to develop their understanding
of the structure of the number system. The project explored the role of a commonly
used teaching activity, referred to in the project as the “base ten game”, in developing
learners’ understanding of our number system. The game involves students using a
place value board and concrete materials to develop an understanding of the structure
of the number system and to learn to operate on numbers using this structure.
To play the most basic version of the game, the student rolls two dice, adds the
numbers shown, and collects that quantity of pop-sticks to add to their game-board,
which is ruled up into place value columns (see the table below). The only rule of the
game is that there can be no more than nine items in any one column.
Understanding the place value column, the tenth stick is combined to make a bundle
of ten sticks, which is then placed in the tens column. Rubber bands can be used to
hold the bundles of sticks together. The only rule of the game is that there can be no
more than nine in any one column, that is, in the units column there can be no more
than nine sticks, in the tens column there can be no more than nine bundles of ten
sticks, in the hundreds column there can be no more than nine bundles of 100 sticks,
and so on. The project was undertaken using a model of action research, involving
nine teachers.
The teachers that were selected to participate in this study had all previously
undertaken extended professional development to incorporate constructivist learning
theories in their teaching. The teachers were keen to explore the use of concrete
materials, especially the base ten game in relation to student learning. The five project
schools represented the diverse range of communities within the independent sector,
including an isolated rural school with high numbers of indigenous students, small
and large urban schools, and two schools with high numbers of students from a low
socio-economic background.
The research took place between March and October 2001 and involved 280 primary
students. The research methodology enabled the teacher researchers to focus on
improved student learning through changes in teacher practice and allowed
concentration on the practical, day-to-day realities of the classroom. Under the broad
question, “What are the most effective teaching methods and management structures
that will maximise the learning of the base ten number system in a whole class
setting?” each teacher developed their own specific research question.
Throughout the project, the teacher researchers were guided by a Project Officer,
Mrs Andrea Broadbent. The teacher researchers came together for professional
development and sharing of experiences, received visits to their schools, and kept
reflective journals and student work samples. Each teacher reflected on their learning
and wrote a report on their learning journey. A final research report, drawing together
common elements, was constructed.
The major findings from this project are listed below.
x Teachers needed to develop their own knowledge of the base ten number
system before they could help students learn. The teachers’ own
understanding of the number system improved when they focussed on features
of the number system that they wanted their students to learn. By clarifying the
desired learning outcomes, the project teachers were better able to identify
learners who were having difficulties and plan appropriate learning
experiences for these learners. Professional development that focussed on the
learners’ conceptual understanding also assisted teachers to develop their
own understandings.
x Once teachers had developed their own relational understanding of the
number system, they were better able to:
o discover what each student already knew about base ten;
o diagnose any misconceptions that a student might have developed;
o offer learning activities that enabled students to build their knowledge;
and
o adapt learning activities to meet the individual learning needs of the
diversity of students in the class.
x Concrete materials, such as those used in the base ten game, can make a
significant contribution to the development of students’ conceptual and
procedural knowledge about the number system across all year levels.
x Any single set of concrete material or any single teaching activity highlights
only certain aspects of the number system. A deep understanding requires a
range of materials and activities, chosen according to the features of the
number system that they highlight.
x The base ten game is a valuable core activity for students of all year levels
who are still trying to make sense of the structure of the number system. The
addition of complementary activities that both support the ideas being
developed through the base ten game and look at the same ideas differently,
will enhance its usefulness.
This project revealed the necessity of explicitly developing links between the concrete
materials, the learning activities and the structure of the number system to support
the development of a relational understanding of place-value.
240 minutes
9
After reading the case study above answer the following questions:
1. What was the aim of this research project?

2. Why will you consider the findings of this research project in your classroom
practice?
3. Broadbent (2004) suggests that concrete materials should be used when teaching
place value. Discuss how this research supports Piaget’s ideas of learning as
referred to in the first Mathematics module: Introduction to Mathematics Teaching
in the Foundation Phase and Education Studies 2: Theories of Learning and
Teaching.
4. Why should teachers have a sound understanding of our number system and its
foundations?
5. Could you use this base ten game in your class as a useful teaching strategy?
Provide reasons for your answer.
Commentary:
To decide if the findings of this project will be of any significance to you, consider the
size of the project that is determined by the number of participants. Also look at the
relevance of this research to mathematics in the Foundation Phase.
Piaget’s ideas of learning were discussed in the module Introduction to Mathematics

Teaching in the Foundation Phase (F-MAT 120) as well as in Education Studies 2:
Theories of Learning and Teaching (B-EDS 122) during your first year of studies.
Revise these sections before answering Question 3. When revising these sections in
the relevant modules, you will realise that a learner in primary school is, according to
Piaget at the concrete operational stage.
Revisit the section about “Developing your own Mathematical knowledge” in the
Introduction to Mathematics Teaching in the Foundation Phase (F-MAT 120), before
answering Question 4.
Base your decision in Question 5 on the cost and availability of the game and the
relevancy of this game for learning in the Foundation Phase. Consider how Foundation
Phase learners learn best and what is in the curriculum requirements.
3.2.2 Semi-concrete level: Place value
You can use grid (squared/quad) paper to make your 2-D base ten LTSM. Cut-out a square
to represent a 100 (H), strips to represent tens (T) and loose squares to represent
units (U). Ten small squares should fit onto the tens-strip and ten tens-strips should fit onto
the hundreds-square.
Hundreds-square: Large 10 × 10 Tens-strips (1 × 10 squares) Small squares to

squared block to represent 100 (H). to represent tens (T). represent units (U).
Ask learners to represent a number using their strips and squares,

e.g. “Show me 23”. Learners can then decide how they want to go about
showing the 23. If learners counted out 23 loose units, ask them to place
each of the units on a strip of ten squares. If the square strip is full, they
can replace their ten loose units for one strip. It is important that learners
grasp the idea of “10 units make 1 ten.”
Ask learners to show more numbers using the models, for example:
x 8; 16; 32; etc.

x 39; 46; 78; etc.
x 123; 231; etc.
More examples are shown of how numbers can be presented, using hundreds blocks, tens
strips and units squares or drawings thereof. These examples are already moving towards
the abstract level by placing the models in a place value diagram.

The number 111 can be presented as: The number 233 can be presented as:
The above representation already introduced learners to place value charts (diagrams)
that will be discussed later in this section. A place-value chart is a way to make sure digits
are in the correct places. An excellent way to see the place-value relationships in a number
is to model the number with actual objects (place-value blocks, bundles of craft sticks,
etc.), write the digits in the chart, and then write the number in words as well as in normal
numerical form and expanded notation. An example will be shown later in this section.
Once learners had enough experience in place-value relationships on the concrete and
semi-concrete level they can proceed to experience place-value relationships on a more
abstract level. The focus should be to develop learners’ number skills to such an extent
that they will be able to recognise the place value of digits in given numbers.
3.2.3 Abstract level: Place value
The understanding of place value is essential to all later mathematics. Without it, keeping
track of greater numbers rapidly becomes impossible. Learners need to know the names
of the places for recording ever increasing numbers.
Can you imagine trying to write/represent 999 with only ones? A thorough mastery of place
value is essential to learning the operations with larger numbers. Understanding place
value is the foundation for regrouping (“borrowing” and “carrying”) in addition, subtraction,
multiplication, and division.
After enough base ten experience on the concrete and semi-concrete level, you can
introduce learners to base ten cards (also known as flard cards or number expansion
cards). These representations introduce learners to the structure of written numbers using
place value.
1. The use of base ten cards to build up and break down numbers
Base ten cards (number expansion cards) allow learners to build up numbers using
hundreds, tens and units.

300 50 7
Building up and breaking down numbers using base ten cards involve composing
(combining) or decomposing (taking apart) a number in multiples of hundreds, tens
and units.
300
50 7
e.g. 300 + 50 + 7 = 357.
When the base ten cards are moved over one another (overlapped) so that the
zeros don’t show, they will look like this:
300507
It is important to point out to learners that in the number 357, there are:
x 3 hundreds;
x 35 tens; or
x 357 units.
357 = 3 hundreds + 5 tens + 7 units = 300 + 50 + 7.

This way of writing numbers is called expanded notation
It is easy to make your own sets of base ten cards (number expansion cards) for
your classroom! Templates for base ten (number expansion) cards are included in
Addendum A at the end of the module. Make full use of that!
Here, the layout of a set of base ten cards is shown.
100 10 1
200 20 2
300 30 3
400 40 4
500 50 5
600 60 6

700 70 7
Base ten cards should be large
800 80 8 enough and easy to handle. Draw
lines to cut 9 strips (exactly the
900 90 9 same width and length). Write the
numbers as shown alongside. Cut
out the numbers (9 cards with 100
to 900; 9 cards with 10 to 90 and 9
cards with 1 to 9). Give one set to
every learner. The long cards are
the Hundreds, the medium length
cards are the Tens and the short
cards are the Units.
Give each learner a set of cards and ask them to pack them out in sequence. For
Grades 1 and 2, start with only the tens and units. For Grade 1, begin with a number
between 1 and 20. Grade 2s work within the number range 1 to 99. Use the cards
with the multiples of 10 to 90 and the single digit cards 1 to 9.
Work within a range of numbers learners is familiar with. Ask learners to build, for
example, 27 using their base ten cards. At first, learners are likely to take the
numbers 2 and 7 and place them next to each other. Rather than telling them what
to do, you can say: “What you have here is 2 and 7. Does 2 and 7 make twenty-
seven?” This will encourage the learner to reflect, think and realise that 27 is made
up of 20 and 7. The 7 must go on top of the 0 of the 20 to make 27. Once all the
learners in the small group composed their number, ask them to unpack or “break
up” the number and describe which cards they have used.
Build up (compose the number) Break down (decompose the number)
20 + 7 = 2 7 2 7 = 20 + 7
Once learners can work with 2-digit numbers, 3-digit numbers can be introduced,
for example:

Build up “357”: 300 50 7

Learners must be able to recognise that 27 = 20 + 7 (Grade 2); and
357 = 300 + 50 + 7 (Grade 3).
Note: Many learners will not understand place value if we write a number as
357 = 3H + 5T + 7U, because this way of writing is too abstract. They will
understand better if we say 357 is three hundreds plus fifty plus seven
(300 + 50 + 7). Building up and breaking down numbers using base ten cards show
how many hundreds, tens and units there are in a number.
When learners can confidently compose and decompose numbers, give more
challenging instructions, for example:
x Build the number “56”. Then add 20 (change the cards to show the answer).
x Build the number “374”. Then subtract 70 (change the cards to show the
answer).
90 minutes
10
1. Why is it better to write the number 987 in expanded notation as
987 = 900 + 80 + 7 and not 9H + 8T + 7? Explain in your own words.
2. How can writing a number in expanded notation deepen place value understanding
and help Foundation Phase learners to get a better understanding of the difference
between the place value and the value of a digit?
Commentary:
Refer to the Fundamental Mathematics module (B-FMA 110) to ensure that you know
and understand the difference between a value and a place value of a digit.
The value of 9 is 900, while its place value is hundreds.
The value of 8 is 80, while its place value is tens.
The value of 7 is 7, while its place value is units.
H T U
9 8 7
In the next paragraph, the use of place value diagrams in the Foundation Phase classroom
will be discussed.

2. The use of place value diagrams
Place value diagrams are more abstract LTSM and should be introduced only when
you are sure that learners have sufficiently explored grouping and counting in tens
in a practical and concrete way. Draw the place value diagrams on the chalkboard
and ask learners to redraw a copy in their books (tens and units for Grade 2 and
hundreds, tens and units for Grade 3).
Explain to them that a number is made of one or more digits. The position of a digit
in a number is very important. A digit's value depends on its position in the number.
Show them HOW you write a number in the place value diagram and explain the
value of each digit in the diagram.
Hundreds Tens Units
Use place value headings to help learners work out the value of each digit in a
number. The number 692, for example, is made up of 3 digits, 6, 9 and 2. The digits
692 can be placed under the place value headings in the following way:
Hundreds Tens Units

6 9 2
The PLACE VALUE of the The PLACE VALUE of the The PLACE VALUE of the
6 is HUNDREDS. 9 is TENS. 2 is UNITS.
The VALUE of the 6 is 600. The VALUE of the 9 is 90. The VALUE of the 2 is 2.
Explain:
692 contains 6 hundreds, 9 tens and 2 units and is written 692 = 600 + 90 + 2.
The number 692 is written in words as six hundred and ninety-two.
Understanding place value will help learners see that the placement of digits is
critical in determining their value. They also learn that the sequence for writing down
numbers follow a certain rule.
You also need to teach learners about zero as a placeholder in numbers. This is a critical
concept in understanding place values.
3. Zero – The place holder
Although zero (0) has no value, we need to write it down at its specific place in a
given number. Let’s explain this using 30 as an example. In 30, the place value of
the digit “0” is units and the value is zero. The place value of the digit 3 in this

number is tens, and the value is 30. If you don’t write the zero down, the number
becomes 3. Consequently, the place value and the value of the digit 3 now change
to units and 3, respectively.
The purpose of writing the zero is to hold the units’ place in this example as well as
to keep the digit 3 in its correct place, namely tens. Therefore, to reinforce the writing
down of zero in a number, learners should be encouraged to represent a number,
e.g. 30 in a place value diagram as follows:
tens units
3 0
The above diagram clearly shows that there are 3 tens and 0 units in the number 30.
60 minutes
11
1
Explain what the impact will be on the place value and value of the digits in the number
4 025 if you do not write down the zero.
What learners should know about the place value of numbers is summarised in the next
diagram.
In our number system we group numbers in groups of tens.
What learners should know about place value:
Each digit in a number has its own We use the ZERO digit as a placeholder
value. The place where we write the to show places in the number where
digit in the number determines its value: there is no value:
8 888 1 023 no hundreds
8 000 8 (8 ones)
(8 thousands) 1 203 no tens
800 80 1 230 no units

(8 hundreds) (8 tens)
In the next paragraph, you will learn more about trading rules and how to teach this to your
learners.

3.3 How to teach trading rules
An understanding of place value underlies the understanding of certain “trading rules” that
govern place value and enable whole number operations to be done. Trading means to
“exchange”. Trading can be done because the value of ten units is equal to one ten
(10 units = 1 ten). In the same way, ten tens are equal to one hundred
(10 tens = 1 hundred), and ten hundreds are equal to one thousand
(10 hundreds = 1 thousand).
3.3.1 Trading rules:
The following trading rules are important in the Foundation Phase:
x Ten units can be traded for one ten.

x One ten can be traded for 10 units.
x Ten 10s can be traded for one hundred.
x One hundred can be traded for 10 tens.
Do not merely teach these trading rules. Learners first need enough practical experience
with concrete apparatus to gain an understanding of these rules.
By understanding place value, learners will realise that when they take one from the tens
column, they are actually taking one group of ten units. They will also realise that when
they add numbers in the units column and arrive at a sum above 9 that the amount carried
to the tens column actually represents one or more groups of ten.
3.3.2 The use of place-value boards to teach trading rules
Place-value boards are simple boards divided into two (or three) sections to hold units
and tens pieces (or units, tens and hundreds pieces for Grade 3). You can make your
own! To make your own place value board, use A4 paper (or cardboard) and fold it in
half. Colour the left-hand side. Write the words TENS and UNITS on the board.
tens units
Learners need to see that, when given a group of more than 10 objects, the number of
objects remains the same no matter how they are arranged. Let learners work in pairs.
Each pair receives a container with 50 counters (use bottle tops, sticks or straws or any
counters that can be easily grouped together) and a place value board.

Tell the learners to put a number of counters greater than ten on the white side of their
boards (U), e.g. 34. Ask the pairs to check each other’s counting.
Now ask them to make groups of ten and to move each group of ten to the coloured
side (T).
tens units
Four units.
Three groups of
ten.
x How many tens are there?

x How many loose (extra) counters?
x How many do you have altogether?
To connect learners’ arrangements to number symbols, you can help them write the
number down, for example: “3 tens and 4 units”.
Let learners now use their remaining counters (of the 50). Ask them if they have enough
counters to make another group of 10 to place on the coloured side. Let learners continue
making groups of ten to place on the coloured side until they don’t have any counters left.
There should be 5 groups of ten on the “tens” side (50 = 5 tens).
Another way to help learners construct an understanding of regrouping and renaming

through trading activities, is to use learners’ place value boards and paper squares in
different colours representing tens and units. Supply them with paper squares,
e.g. 40 grey (units) and 20 black squares (tens).
Clearly explain that the grey squares represent units and the black squares represent tens.
The black squares are the tens. If you get

30 black squares, it means you have 30
tens (that means 300).
Learners should use the black and grey squares to repeat the above activity. They first
pack out 34 grey squares on the white side (units). Then make groups of ten squares and

“trade” each group of ten grey squares for one black square. They place the black squares
on the coloured side (tens) to represent 3 tens. Four grey squares remain under “Units”.
tens units
Ensure that learners understand that one black square represents 1 group of ten grey
squares. Therefore, 3 black squares are equal to 30 grey squares; 30 squares plus 4
squares are equal to 34 squares.
When you are sure that learners understand that the blacks are “tens” and the greys are
“units”, you can extend the activity. Let them, for example, add seven more grey squares
to the units. Ask: “What happens to the units?”
Encourage learners to explain what happens. Remind them that there cannot be more than
9 in their units column (right-hand side). Therefore, they should trade 10 grey ones for 1
black square, which should be placed in the tens column.
Their representation should now reflect 34 + 7 = 41 as follows:
tens units
Once learners have a clear understanding what to do when units are added, and more
than 9 units are in the units column, ask them what they will do if you need more units than
are available in the units column. For example, using the example of having 4 tens and 1
unit as reflected in the above place value diagram, ask learners how they can take four
units from their place value diagram. Encourage learners to discuss the problem and try it
out until they find the solution. Verify if all the learners trade in one black for 10 greys, take
away 4 and note that they now have 3 blacks and 7 greys (that is 37).
Learners should try several examples until they can confidently apply the trading rules
because a clear understanding thereof is imperative in addition and subtraction
calculations.
90 minutes
12
1
Have you ever learnt about “trading rules” in your mathematics class at school?
If not, explain what difference it would have made in your mathematics proficiency
(ability) should you have been introduced to it.
OR:
If you were introduced, explain how it assisted you to be proficient in mathematics.
Commentary:
In your response consider the following:
x the base ten number system;
x understanding place values; and
x the impact of understanding trading rules on a learner’s proficiency in addition
and subtraction calculations.
Learners with a clear understanding of the value of numbers will not find it difficult to
compare and order numbers.
4. HOW TO TEACH ORDERING AND COMPARING NUMBERS

Learners must learn HOW to describe, order and compare numbers in terms of more, less,
equal, approximately equal to, and also first, second, …, last. Here are some practical
ideas on HOW to teach ordering and comparing numbers.
4.1 The use of learners
Divide learners informally into groups of 6 to 8. Let learners compare themselves in their
groups in terms of “Who is the shortest?” / Who is the tallest? / “Who is the youngest?” /
“Who is the oldest?” etc. Let learners be creative in comparing various aspects of
themselves, e.g. who has the longest neck, biggest feet, etc. Let learners also arrange
themselves in their groups from shortest to tallest, etc. Now, extend the activity further by
asking the tallest (or shortest, oldest, etc.) learner in each group to come forward and then
compare their length, age, etc.
Reinforce the activity by asking learners to describe their findings by making drawings
(e.g. learners draw a picture of the order of learners in their small group from tallest to
shortest, etc.). Encourage them to write a few sentences involving the appropriate
vocabulary, e.g. taller than, shorter than, almost the same length. If learners cannot write
sentences yet (Grade 1), let them tell each other who/what is taller than, shorter than and
almost the same length.
4.2 The use of counters or objects
For Grade 1 learners who are still working with small numbers, you must use counters to
compare and order numbers. Put out piles with different numbers of counters or objects.
Ask learners to count each pile (find the total number of each group) and then order the
groups in descending order (from greatest to smallest). They must then describe the
comparison with appropriate and correct mathematical language.
This pile has 10. It is

the greatest (highest) This pile has 2. It is
pile. the smallest (lowest)
pile.
NOTE: It becomes impractical to use counters to work with very large numbers. Grade 2s,
for instance, work with large numbers (e.g. 200). Counting 200 counters or making piles
with such large numbers are not practical at all. Use counters at the beginning of Grade 2
when they still work with smaller numbers. Gradually, increase the difficulty level and
introduce semi-concrete LTSM like dot cards (let learners arrange dot cards in order from
the most dots to the least dots). Eventually, work with numbers only.
4.3 The use of number cards and number charts
Prepare cards with numbers on them between 0 and 50. Hand out a card to each learner.
Let learners arrange themselves in groups of 5 according to their cards in numerical order
from the smallest to the biggest number.

2 5 17 35 45
Let each group describe their position in the row using the words:
x between; x greater than; x smaller than;

x smallest; and x largest (biggest).
Expand on the above activity by doing the following:
Let learners take out their 100s-charts. Each learner must have a A hundred chart: contains
the numbers from 1 to 100
100s-chart. An example is included in Addendum B of this module. in sequential order with ten
numbers per row.
More examples are available on the Internet and some can be printed
for free. You can make these for your learners. Have it laminated so
that it is more durable and usable for several years.
Hold up a number, e.g. 35
Ask learners questions such as:
x What number is this? (35)

x Show me 35 on your number chart.
x How many tens are in this number? How do you know?
x Can you tell me which number is just before 35?
x Which number is just after 35?
x Which number is between 34 and 36? Is 36 greater than or smaller than 35?
x Is 34 greater than or smaller than 35?
x How far is 35 from 40?
x Double 35 is …?
x Half of 35 is about …?
Let learners use their 100-chart to show you the answers. Repeat with other numbers.
Encourage learners to write down the comparisons, e.g. 54 is smaller than 55, or 55 is
greater than 54.
For Grade 2 and 3 learners, use the number charts and number ranges appropriate to their
grades to do similar activities. It is important to reinforce comparing and ordering activities
by letting learners complete written exercises. They should describe the relationships by
using words like greater than, smaller (less) than, etc.

180 minutes
13
Summarise each of the practical ideas discussed under Ordering and Comparing
Numbers. Note the LTSM to be used as well as the role of the teacher (what the teacher
must do) and the role of the learners (what the learners will be doing) in each activity.
Use your summary to answer the questions.
1. If you need to teach Ordering and Comparing Numbers to learners in the

Foundation Phase, which sequence will you follow? Explain your answer in an
essay of approximately 200 words.
2. Which other ideas can you think of to teach Ordering and Comparing Numbers?
Write down your ideas.
A number line is a powerful tool to use to order and compare numbers.
4.4 The use of a number line
Number lines can be used effectively to teach learners to order and compare numbers. A
large number line must be displayed along the top of the chalkboard or any other suitable
spot in your classroom on the wall.
The number line must represent the correct number range of your grade.
Start off with:
x Grade 1 and 2:
o From 0 to 10 for counting in ones.
o From 0 to 100 for counting in tens.
x Grade 3:
o From 0 to 100 for counting in tens.
o From 0 to 1 000 for counting in 100s.
The number lines must be large enough for all learners to see.

Note the following important aspects about number lines:
Equal distances Larger numbers on

Smaller numbers on between numbers. this end;
this end; > shows “more than”.
< shows “less than”.
0 1 2 3 4 5 6 7 8 9 10
Arrows on both ends show
that the numbers carry on and
on.
The arrows on a number line signify that the line does not stop there. The numbers being
shown on the line also do not stop there. The line and the numbers go on to infinity.
You should explain to learners that the numbers on either side of the number line carry on
and on. The positive numbers go on, as far as you would like them to go; they go to infinity.
The negative numbers (which Foundation Phase learners do not work with according to
CAPS (DBE, 2011), though they might begin to hear about them) extend on the other side
of the number line, to negative infinity.
Learners in the Foundation Phase do not learn about the concept of infinity but you can
give them an awareness that the number lines show that the line is just a drawing of the
numbers we have chosen to label on, it could go on in either direction. This kind of teaching
prepares them for the mathematics they will learn in higher grades.
A wall number line from 0 to 20 is shown below.
0 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20
Learners must draw their own number lines in their books. Assist them to do this. It will be
easier for them and more accurate if they can use squared/quad paper to do this. Vary the
learning experiences on a number line. The number line below shows the numbers from
10 to 20:
10 11 12 13 14 15 16 17 18 19 20

Ask learners questions such as:
x Which number is greater: 14 or 12? Why do you say so?

x Which number is between 16 and 18? Is it exactly in the middle? How do you
know?
x Is 15 less than 16? How can you be sure?
x Which numbers are more than 15 but less than 18?
x Which numbers are less than 13 but more than 10?
Increase the difficulty level for Grades 2s and 3s. They should be able to indicate “missing
numbers” on a number line in a variety of ways. Keep the number range for each Grade in
mind.
Number lines do not have to be labelled in 1s. The scale chosen for a number line can
vary; you can label a number line in 2s, 5s, 10s, 20s and so on. When you vary the scale
of the labels on a number line, you can still ask learners to identify “missing numbers”. This
is a good activity to consolidate number and pattern concepts. You will learn about number
patterns in Mathematics Teaching in the Foundation Phase: 4 (F-MAT 424).
Let learners write the numbers represented by the letters on each number line under the
letters:
0 A B 30 C D 60 E F G 100
As an extension activity, let learners play the “secret number game”. Draw a large number
line up to 20 on the chalkboard. Then say: Work out the secret number I am thinking about.
For example:
My number is:
x one more than 6 but less than 8;

x half of 18;
x double 8;
x one bigger than half of 20; or
x I am between 6 and 10, more than 7, but less than 9.
As they gain confidence, expose them to much more challenging “secrets”!
In small groups, learners can now also make up their own secret numbers for their group
members to work out. When learners are more advanced, you can ask secret number
questions, and learners should answer without using the number line (only using the
“mental” number line, i.e. in their minds).
Remember, Grade 3s must work with much larger numbers on the number line. Learners
in Grade 3 should also be able to draw their own number lines. Give them enough practice
by giving challenging instructions, for example:
x Draw your own number line. Start at 575 up to 600.

x Count in 5s.
x Mark the points on the number line to show the position of each number. Remember
to spread your points evenly across your number line.
x Write all the numbers from 575 up to 600 in intervals of 5 underneath the points on
the number line.
Remind learners to plan their number line before they start. They should work out how
many numbers they need to write altogether from 575 to 600.
Let learners use their number line to answer questions like:
x Which number on a number line is in the middle of 575 and 585?

x Is 575 less than 585? How can you be sure?
x Which number(s) are more than 575 but less than 585?
x Which number(s) are less than 595 but more than 585?
x What is the third number on your number line? (Also ask learners to show the
position of the first, middle, fourth, last number, etc.)
Make a large numberless number line for your class that can stretch across your
chalkboard. Use 3 large equal strips of cardboard pasted together with cello tape to create
your number line. Now, you can easily write any numbers on the chalkboard below your
number line. Let learners use their number cards and pegs to show their answers, e.g.
“Show me 50 on the number line”.
If the number line is scaled, ask learners questions involving comparing, ordering,
doubling, halving, etc. To do this, learners need to study the scale of the labels used on
the number line and find out where to place the number you have asked them to place.
Here is an example. Ask the learners where they will place 50 on the number line. (They
can place it using a number card as shown.)
50
0 5 10 65

4.5 The use of blank number charts
Use blank number boards/charts and let learners play the “Where is the number?” game.
Blank number board game:

Grade 1: 1 to 10; Grade 2: 0 to 50 and Grade 3: 0 to 100.
How to play the game (this example is

appropriate for Grade 3):
One learner in the group calls out a number

between 0 and 100 (e.g. “Show me where 44
should be placed on the board”). The other
learners find the place on the chart and
explain their reasoning (e.g. “I put my finger in
the first row and count down in tens to forty,
then I count 4 to the right in the row”).
Give each learner in the group a chance to call

out a number.
4.6 The use of strips, grids, and written exercises
Learners in all grades must be exposed to written exercises. Follow the golden rule: Start
with simple exercises at their ability-level and gradually increase the difficulty level of the
exercises.
REMEMBER: Move from the simple to the complex.
For Grade 1s, you can display your number symbol cards in the wrong sequence against
your chalkboard. Ask learners first to arrange the number cards in the correct sequence
and then to write the order of the numbers in the correct sequence in their books. For
example:
6 4 3 9 5 7 1 2 8
Later, when learners’ number ranges are extended, let them complete a grid to show their
understanding of number relationships. For example:

Number Before After 3 more 5 less Write number Position

than than name
14 13 15 17 11 Fourteen Fourteenth
20
31
NOTE: Adapt the grid according to the number ranges appropriate to each grade.
For Grade 2, you can design strips like the following. Ask learners to find the wrong
number(s) in the sequence and correct the sequence.
134 135 136 136 138
Design written work for Grade 2 learners to find numbers before and after a given number
and to fill in the missing numbers. Learners must fill in the missing numbers (on their small
chalkboards, books or on a worksheet).
They must complete number strips like the following:
121 123 124 127
111 115 119 125 129
Learners can complete more advanced tables when they are ready (e.g. Grade 3). The
first example in each table is completed to show what is expected:
Number 300 less than 30 more than Number after

before
600 601 307 7 15 45 78 79
440 725 62 471
95 429 145 320
411 300 425 299
300 399 362 109
Grade 3s are on a much more advanced level and must be able to work with numbers on
an abstract level. They should be able to arrange a list of numbers in sequence from largest
to smallest or smallest to largest.

Written activities like the ones below can be provided:
Arrange the following numbers in descending order (greatest to smallest):
300; 700; 100; 500; 900 _______________________________________

236; 263; 336; 632; 362 _______________________________________
692; 269; 962; 296; 926 _______________________________________
Grade 3 learners must also be able to compare numbers and describe the relationship
between numbers.
Fill in greater than or smaller (less) than sign between the numbers to make the statements true:
234 ________ 243 Greater than >

Less than ˂
328 ________ 238
766 ________ 677
889 ________ 898
NOTE: Grade 3 learners do not have to know the symbols > for greater than and ˂ for less
than. These are given for your knowledge.
4.7 The use of place value diagrams
A practical way to help Grade 3 learners compare and order two 3-digit numbers is to write
the numbers in columns so that the digits with the same place value line up. Once learners
have a good grasp of place value and place value diagrams, they can be shown HOW to
use the place value diagrams to compare 3-digit numbers.
Draw a place value table on the chalkboard and ask learners to copy it in their books. They
must write the place value headings first: H; T; U. You write the numbers
(e.g. 692 and 629) on the chalkboard and ask: “Which is bigger 692 or 629?” Learners
must write the digits in the correct columns and then compare the digits. They must start
on the left. See the following example:

H T U
(Hundreds) (Tens) (Units) Remember, Grade 3 learners already work
6 9 2 with 3-digit numbers!
6 2 9
Explain to learners HOW to reason using the place value columns:
x Start at the hundreds column. Both numbers have 6 hundreds. The hundreds are
equal.
x Now look in the tens column. 692 has 9 in the tens column, and 629 only has 2 in
the tens column (9 is greater than 2, in other words 90 is greater than 20).
That means 692 is bigger than 629.
Repeat with other numbers within the learners’ number range. Remember: Learners must
practice a lot!
60 minutes
14
1
Use numbers not used above to show HOW you would use different teaching strategies
to teach ordering and comparing numbers.
In this section, you have learnt different relationships among numbers’ place values and
different strategies to teach learners to order and compare numbers. In the next section,
we will look at rounding off whole numbers and how to teach this topic to learners in the
Foundation Phase.
SECTION 2: ROUNDING OFF WHOLE NUMBERS
1. INTRODUCTION
Rounding off numbers is an important part of estimation. Rounding off is used when we do
not need completely accurate information. Simpler numbers that are “approximately equal
to” or “close to” a given number are used to represent more “complicated” numbers.
Rounding off means to replace a number by another value that is approximately equal but
has a simpler representation. We use rounding off almost every day in our lives, for
example when shopping, paying bills, cooking, etc.

In this section, you will learn to round off numbers and how to teach learners to round off
numbers within the number range for their specific grades.
2. HOW TO TEACH ROUNDING OFF
We DO NOT always need accurate information. Sometimes you need a good idea of “how
much” but not exactly how much. Sometimes it is impossible to know exactly “how much”
but an estimate will give you a good enough idea of what you have to work with.
Ask prompting questions to show learners that we do not always need (or we are not
always given) accurate information, for example:
x How much money will you take to the shop if you have calculated that the goods
that you need to buy will cost R48,97?
x If you know that there are about 25 000 cars manufactured per year, what does it
mean?
x If people say that approximately 3 000 people were at the soccer match, does it
mean that somebody counted them one-by-one?
x If we say that there were about 300 people at the funeral, is that the exact number
of people who attended the funeral?
The next activity is designed to get you thinking about the words that are used in the
context of using round numbers and rounding off, based on the examples given above.
120 minutes
15
1. Can you suggest why the words about and approximately are in bold?
2. Can you find answers to the above questions? Write down your answers.
Commentary:
These words are in bold because in the context that they are being used they indicate
that we are not looking for an exact answer but that we are estimating. In this way, we
need to make an educated guess based on our understanding of number and number
relationships.
The amount of money needed to cover the expenses in the first question is R50. This is
a rounded or estimated amount. In the other three questions, the numbers given are not
exact, they are estimates. This is indicated by the rounded off number given. We do not
think that the person saying “there were 300 people at the funeral” counted the people.
But if the person said there were “289 people” at the funeral, this would indicate that the
exact number of people were counted.

When you introduce rounding off to learners, it is a good idea to ask questions like the
ones above. This will stimulate learners cognitively and lead them to deduce their own
generalisations. In this manner, they are generating rules using logic and reason.
2.1 Rounding off to the nearest ten
To get to the “rounded” numbers spoken about above, there is a mathematical process
called “rounding off”. There is a mathematical rule for how this is done so that everyone
will round off in the same way. The rule works for numbers of all sizes. In the Foundation
Phase, Grade 3 learners are expected to round off to the nearest 10.
The tens are the numbers 10, 20, 30, 40, 50, 60, 70, 80, 90, etc. These numbers are called
round numbers of ten. The numbers 11, 46, 23 and 89 (for example) are not round
numbers. These numbers represent a count (or a few counts) above or below a certain
round 10 number. You need to teach your learners how to round off these numbers to the
nearest ten. There are several ways you could do this.
The rule is that if the digit on the immediate right is less than 5, round down. If the digit on
the immediate right is 5 or more, round up. For example:
64 becomes 60 because 4 is less than 5, (61 to 64 is rounded down to the nearest 10,
thus 60); and
68 will become 70 because 8 is more than 5 (65 to 69 is rounded up to the nearest 10,
thus 70).
Below are some ways in which you can teach rounding off to the nearest ten.
2.1.1 The use of a story
Draw an example like the following on your chalkboard. Make up a story, e.g. “Imagine
that it is raining heavily. Thumi is at house number 16 and must run to the nearest friend’s
house for shelter. He has friends living at number 10 and number 20. Which house is
nearer, number 10 or number 20?” Where will Thumi run to?
10 ? 20
10 11 12 13 14 15 16 17 18 19 20

Introduce the topic by explaining to learners how, why and when to round off numbers.
Explain to learners that 16 (Thumi’s position) is “nearer to” 20 (than to 10).
Ask more questions that allow the learners to think about rounding up and rounding down.
Also, discuss the rule that from 15, you round up to 20, although 15 is in the middle
between the two tens. This rule applies to the number in the 5s position between any two
tens.
Next, let us look at how a number line can be used as a visual tool to teach rounding off.
2.1.2 The use of a number line
A number line is one of the best tools to use to explain rounding off. Use a number line to
extend the example of the boy in the rain. Draw a large number line on the chalkboard.
Write the numbers 0 to 10 on your number line as shown next.
0 1 2 3 4 5 6 7 8 9 10
Ensure all learners are facing the chalkboard so that they can easily see the number line.
You stand in front of the 5, facing the 5 with your back towards the learners. Tell learners
that from the 5 onwards numbers lean towards the 10. Demonstrate this by stretching out
your arms and lean towards the 10. Take one step to your left to stand at the 4, nearer to
the 0 and tell the learners that all the numbers less than 5 lean towards the 0. Now stretch
out your arms and lean towards the 0.
Now repeat this exercise. Stand at the 5 and together with the learners stretch out to lean
towards the 10. Then move to number 4 at your left and lean towards the 0. If you see that
they grasped the concept, use the learners and individually place them at a specific spot
on the number line and let the learners lead the way to lean towards the 0 or the 10.
Ensure your learners understand that the numbers 0 to 4 is nearer to 0 and will be rounded
off to 0. The numbers 6 to 10 is nearer to 10 and will be rounded off to 10. The number 5
is in the middle but is rounded up to 10 (the larger number).
Let learners draw their own number lines for rounding off. Let them first master rounding
off to the nearest 10 before you proceed to teaching rounding off to the nearest 100.
Example: Round off 2, 5, 7 and 8 to the nearest 10.
Let learners:
x Draw a number line showing the units from 1 to ten in their class workbooks.

x Plot the points that must be rounded off clearly on the number line.
x Use the plotted points to assist them to decide which ten is nearer.
Remind learners of the rule for 5!
0 1 2 3 4 5 6 7 8 9 10
The rule says if the digit is less than 5, rounding off is done to the previous (lower) 10. If
the digit is 5 or more, it is rounded off to the next (higher) 10. Thus, 2 is rounded off to zero
while 5, 7 and 8 are rounded off to 10. This can be seen on the number line.
Grade 3 learners are not expected to round off to the nearest hundred. The following
discussion is for your information to equip you should there be an advanced Grade 3
learner wish to find out about rounding off to the nearest 100.
2.2 Rounding off to the nearest hundred
If learners have grasped the concept of rounding off to the nearest 10, gradually increase
their understanding of rounding off to the nearest 100. The rule is similar to the rule for
rounding to the nearest ten, but it focuses on the tens digit (the digit in the tens place) since
we are now looking at 3-digit numbers.
When rounding off to the nearest hundred, all numbers with tens digits of less than 5 are
rounded down to the previous hundred, while numbers with tens digits of 5 or more are
rounded up to the next hundred.
2.2.1 The use of a number line
Round off to the nearest 10:

Let your Grade 3 learners, for example, help you to find 232 on the number line.
230 231 232 233 234 235 236 237 238 239 240
x Where must we plot 232? (Shown above.)

x Between which two tens is this number? (230 and 240.)
x How do you know? (232 is 2 more than 230. Learners might give other correct
explanations. Encourage discussion.)
x This means that 232 rounded off to the nearest ten is 230.

Do the same with 235 (remember the rule), 237 and 238.
Round off to the nearest 100:
Labelling a number line in tens, shows the position of 232 between 200 and 300:
232 267
200 210 220 230 240 250 260 270 280 290 300
x Is 232 nearer to 200 than to 300? Motivate your answer?

x Which hundred is nearer: 200 or 300?
Which hundred is nearer? The number line can assist learners to see that 200 is nearer
than 300. The digit in the tens place is 3; therefore, 232, rounded off to the nearest
hundred, is 200, as shown by the arrow on the number line.
Once learners have established HOW to round off 232, the same number line can be used
to explore rounding off further. Let learners, for example, round off 267 and 250 to the
nearest 100.
Rounding off 267 to the nearest 100, ask:
x What is the digit in the tens place? (6)

x What is the rule for rounding off when the digit being rounded is a 6? (Round up)
Rounding off 250 to the nearest 100, ask:
x What is the digit in the tens place? (5)

x What is the rule for rounding off when the digit being rounded is a 5? (Round up)
x What is 250 rounded off to the nearest hundred? (300)
Here is another example: Round 123, 143, 153 and 173 off to the nearest hundred.
First, assist learners to determine the range of the number line by asking:
“Between which two hundreds do these numbers lie?” It will assist them to determine
where the number line must start and end.
Let learners then:
x Draw a number line showing the tens from 100 to 200 in their class workbooks.
x Plot the points that must be rounded off clearly on the number line.

x Use the plotted points to assist them to decide which hundred is nearer.
x Draw arrows to indicate which hundred is nearer to each of the given numbers.
x Write down the rounded off (simplified) number for each given number.
The number line is illustrated below, and an explanation is given.
123 143 153 173
100 110 120 130 140 150 160 170 180 190 200
The rule says: If the tens digit is less than five, rounding off is done to the previous hundred.
Thus, 123 and 143 are rounded off to 100 (round down to the previous nearest hundred).
Furthermore, the rule says: If the tens digit is five or more than five, rounding off is done to
the next hundred (round up). Thus, 153 and 173 are rounded off to 200 (round up to the
next nearest hundred). This is shown by the arrows on the number line.
Let learners do written exercises to practice estimation and rounding off.
2.2.2 Completing written exercises
Design worksheets where learners must first estimate the answers by rounding the
numbers off to the nearest ten and then calculate the exact answer. Learners must then
also compare the exact answer with their estimates. Below are examples of questions that
can be used for learners to practice their skills.
Example questions on rounding off:
x Round off to the nearest 10:

o 14
o 165
x Round off to the nearest 100:
o 79
o 450
x First, round off the numbers, estimate the answer, and then calculate the correct
answer:
o 173 + 35 =
o 253 + 149 =
As an extension you can ask: What is the difference between the estimated and the
actual answer? Why is there a difference?

240 minutes
16
1. Be creative and write your attention grabber story as an introduction to a Grade 3
rounding off lesson. Use a context which will be familiar to Grade 3 learners.
2. Use the SANTS lesson plan template in Addendum D to develop a lesson plan on
rounding off for Grade 3 learners. Include the story you have created in no 1 in the
introduction part of the lesson presentation. In your lesson plan ensure that you
include:
x Lesson objectives
x Pre-knowledge
x LTSM
x Lesson presentation (include all three lesson phases i.e. introduction,
development and consolidation)
In the lesson presentation clearly indicate what you expect learners to do, what
your role will be and how the LTSM will be used to enhance learning.
Now that you came to the end of Unit 2, do the following review activity.
240 minutes
17
During a Grade 3 mathematics activity, a learner used the following number expansion
cards to build up the number 138:
1 3 8
1. What does the above representation tell you about this learner’s understanding of
the value of digits in numbers? Identify and briefly discuss the learner’s
misconception.
2. Develop activities to remediate the learner’s misconception progressively.
x Start with an activity on base ten concepts and grouping in tens, which form
the basis of understanding place value.
x Then develop a place value activity on the concrete and semi-concrete level.
x Finally, design a worksheet so that this learner can practice how to solve place
value related problems using number expansion cards and place value
diagrams. The worksheet should:
o Require the breaking down of five different numbers using number
expansion cards.
o Require the building up of five different numbers using number
expansion cards.
o Represent five different numbers in place value diagrams.

o Be in line with the prescribed number range for Grade 3 learners.

3. In 120 words, discuss why teachers should continuously build learners’
understanding of place value, in other words: Why is a clear understanding of place
value imperative in being successful in mathematics?
4. How will you explain to a learner to round off 138 to the nearest 10? Explain all your
steps and use labelled diagrams to illustrate.
5. How will you convince a Grade 3 learner that 151 should be rounded up and not
rounded down when rounding off to the nearest hundred. Use the following to aid
and substantiate your explanation:
x a number line; and
x the rounding off rule.
6. According to Heroldt and Sapire (2014, p. 44), error analysis is interwoven with the
teacher’s own content (subject) knowledge and pedagogical content knowledge, as
well as the teacher’s knowledge of conceptual development. Do you agree with this
statement? Write a paragraph of 150 words to explain why you do or do not agree
with this statement.
Commentary:
Not all errors that learners make are attributed to reasoning mistakes. Some are simply
due to negligence, i.e. careless errors (Herold & Sapire, 2014). However, the mistake
made above by the learner does not point towards a “slip” only, but it seems like a
misconception (conceptual error) about the place values in numbers. It, therefore, is
important to do thorough error analysis, as this will assist you as the teacher to
understand the learner’s thinking. This, in turn, will help you to support learners in
correcting conceptual errors. Learners’ conceptual errors must be addressed and
rectified as soon as they are detected. (You will learn more about the importance of
identification of conceptual errors through assessment and how to address these in
Module 4 of Mathematics Teaching in the Foundation Phase.)
In this Unit, you learnt how learners discover and explore the different relationships among
numbers and how to provide learners with activities that will support their understanding of
the place-value and ordering and comparing numbers. You also learnt how to round off
numbers and how to provide learners with activities to develop and strengthen this skill.
Before you go on, reflect on what you have learnt so far and complete the self-assessment
activity. If your answer is UNSURE or NO on any of the criteria, go back to the relevant
section to study it again.

90 minutes
18
If your answer is UNSURE or NO on any of the criteria, go back to the relevant section
to study it again.
Self-assessment activity: Unit 1
Now that I have worked through this unit, I YES UNSURE NO

can:
Explain how learners discover and explore the
different relationships among numbers.
Provide learners with activities that will support
their understanding of the place-value.
Provide learners with activities to enable them to
order and compare numbers.
Explain how whole numbers are rounded off.
Provide learners with activities to round off whole

numbers.
Identify misconceptions and assist learners to
correct conceptual errors.
In Unit 2, which is the next unit and the final unit of this module, the focus is on the first two
operations, namely addition and subtraction, and the relationship between these
operations.
UNIT 2: ADDITION AND SUBTRACTION OF WHOLE

NUMBERS
1. INTRODUCTION
Before learners are introduced to the basic operations, teachers need to ensure that
learners have a good concept of numbers, because the operations all work on numbers.
In the Introduction to Mathematics Teaching in the Foundation Phase module (F-MAT
120), you were introduced to number concepts. In Unit 1 of this module, number concepts
were extended and reinforced. In this unit, you are introduced to the first two basic
operations, addition and subtraction. The operations of multiplication and division are dealt
with in the next module of this course.
The basic operations are clearly different although they are Inverse: Means something
related in many ways. Learners will grasp through understanding issomething
the opposite or reverse of
else.
that addition and subtraction are inverse operations. An
understanding of these basic operations will enable learners to
grasp the inverse relationship between these operations. For example, it is important for
learners to understand that 3 + 6 = 9 and 9 – 6 = 3. When you add a number and later
subtract the same number the result is the same number that you started with.
Understanding the inverse principle enhances learners’ proficiency in the conceptual
understanding of numbers, reasoning, problem solving and computational fluency.
In this unit, each operation is first introduced as a concept in Sections 1 and 2 respectively,
after which the inverse relationship between these operations will be dealt with in
Section 3. The connections between the two operations will be made throughout the unit
as connected learning enables a deeper understanding on the part of learners. Mastering
basic facts and calculations are based on a clear understanding of these basic operations
and their relationship with each other.
Although historically, the basic operations such as addition and subtraction (and
multiplication and division) were taught separately from each other, this unit advocates an
approach where addition and subtraction are taught together. The same would apply to
multiplication and division. In this unit, we acknowledge that there are important
relationships between the operations.
60 minutes
19
1
Using the information above, consider these questions:
1. How were you taught basic operations at school?
2. Was that useful/not useful to your understanding of the relationship between these
basic operations?
3. Why do you think the inverse principle is considered important for Foundation Phase
learners to understand?
Commentary:
Teaching basic operations as separate operations focuses more on algorithms (quick
mechanical methods) than on developing fluency and reasoning about the operations.
In this way of teaching, an understanding of these basic operations and how they relate
to each other is not focused on. Understanding the inverse principle enhances learners’
proficiency in conceptual understanding of numbers, reasoning, problem solving and
computational fluency and, hence, is critical to the teaching of basic operations in the
Foundation Phase.

2. STRUCTURE AND LEARNING OUTCOMES OF UNIT 2
Unit 2 has three sections and provides you with the opportunity to work towards
competence in the areas listed below.
UNIT 2
ADDITION AND SUBTRACTION OF
WHOLE NUMBERS
SECTION 1 SECTION 2
Addition Subtraction
Learning outcomes: At the end of Learning outcomes: At the end of

this section, you should be able to: this section, you should be able to:
x Use the correct vocabulary x Use the correct vocabulary
relating to addition as a basic relating to subtraction as a basic
operation. operation.
x Identify the different situations x Identify the different situations
that call for addition. that call for subtraction.
x Demonstrate the use of multiple x Demonstrate the use of multiple
representations for the representations for the
conceptual development of the conceptual development of the
concept of addition. concept of subtraction.
x Teach and assess the use of x Teach and assess the use of
algorithms for addition. algorithms for subtraction.
x Discuss the role of using addition x Discuss the role of using
in problem-solving. subtraction in problem-solving.
SECTION 3
Addition and Subtraction – Inverse Operations
Learning outcomes: At the end of this section,

you should be able to:
x Explain the inverse relationship between
addition and subtraction.
x Use knowledge and understanding to teach
learners about addition and subtraction as
inverse operations.

SECTION 1: ADDITION
1. INTRODUCTION
Educators agree that early mathematics learning is sequential, i.e. learners should acquire
certain foundational knowledge and skills before proceeding to the next level. For example,
as you learned in the introduction module (F-MAT 120), learners must be able to count
with one-to-one correspondence before doing addition and subtraction.
When teaching whole number operations in the Foundation Phase, we aim at developing
calculation proficiency and understanding of the four basic operations. The operations of
multiplication and division are dealt with in Module 3 of this course. To develop meaning
for the basic operations, teachers must design activities for learners to move through the
experiences from the concrete to the semi-concrete to the abstract, linking each of these
to the others.
When learners initially learn the operations of addition, subtraction, multiplication and
division, they begin by performing operations on only two numbers. As they advance in
their understanding of operations, they start to operate on more than two numbers. They
then realise that this entails operating in the same way, on two numbers at a time, until
they have operated on the whole number string in the question.
The first operation that will be dealt with in Section 1 is that of “Addition”.
2. HOW TO TEACH ADDITION
Addition means to make more, to increase, to find the sum, to calculate the total or to add.
We use the “plus” sign (+) to show addition.

For example: 6 + 3 = 9.
Addition is the inverse (opposite) operation of subtraction.

For example: If 6 + 3 = 9 then 9 – 3 = 6.
Addition is commutative (refer to B-FMA 110), meaning that the order in which the numbers
are added does not matter, i.e. 6 + 3 = 3 + 6.

The important components you need to teach about ADDITION are:
x Grade 1: Adding by counting forwards in 1s, 2s, 5s and 10s.

x Grade 2: Extend adding by counting forwards, including counting in 3s and 4s.
x Grade 3: Extend adding by counting forwards, including 20s, 25s, 50s and 100s.
x Adding by putting together groups of numbers;
x Repeated addition; and
x Adding 2-digit and 3-digit numbers within the recommended number range for each
grade, by using:
o number lines;
o breaking down numbers; and
o vertical addition.
x The recommended number range for each grade is:
o Grade 1: Add to 20;
o Grade 2: Add to 99; and
o Grade 3: Add to 999.
60 minutes
20
2
1. What may be a probable reason for a Foundation Phase learner to struggle with
addition?
2. How will you remediate this problem? Write down your own ideas.
Commentary:
To remediate the problem, you should consider the various levels of counting, the
various levels and strategies of learning, as well as the different LTSM that can be used
to promote counting skills. Revise Unit 2 in F-MAT 120.
We start off by suggesting steps for teaching addition. These progressive steps should be
followed, especially in Grade 1 when learners are introduced to whole number operations.
2.1 Steps for introducing addition
Before learners will be able to add groups of numbers as a single number, they must be
able to count with understanding and have an idea of the value (how-many-ness) of
numbers. During the first few weeks of Grade 1, you start with small numbers
(e.g. numbers between 0 and 5), especially in cases where learners did not attend
Grade R.
When you are sure that learners understand the numbers 0 to 5, you must progress to
numbers up to 10.
You already know that all teaching in the Foundation Phase should follow progressive
steps to teach, i.e. from the concrete to the semi-concrete and eventually, to the abstract.
You should follow the same steps for addition. On the abstract level, learners learn how to
write the operation using number symbols and the operation symbol (+). Let learners then
apply the steps in real life situations.
To teach, for example, the addition sum 1 + 2 = 3, progress must be as follows:
STEP 1: CONCRETE – Make sets with real objects (e.g. beans or counters).
Learners must make sets with real objects and physically put all the objects together
to find the sum/total:
One and two is three
+ =
Make a verbal statement such as: “You have just made a sum that reads:
One plus two equals three”. Informally introduce the operation signs (+ and =).
STEP 2: SEMI-CONCRETE – Use dot cards.

From concrete objects (sets) progress to cards with pictures or dots on them, e.g.
Progress to: One plus two equals three
+ =
Informally introduce the operational signs (+ and =) and number symbols (1, 2 and 3).
STEP 3: ABSTRACT – Introduce the number symbols and then the number names
formally.
One plus two equals three.

1 + 2 = 3
Learners must understand the operational signs and use it in a number sentence to
describe equivalence (=). They must also use the number symbols to represent
numbers, e.g. 1, 2 and 3 in a number sentence.

Finally, introduce the written number names when learners are developmentally ready
to read and write number names.
one + two = three
90 minutes
21
2
C
Considering
id i the number range for each grade, reflect on the appropriateness of the
above steps in each of the grades in Foundation Phase.
Commentary:
Think about the practical implications of using, for example, counters when involving 2
and 3-digit numbers in addition problems. Think about alternative concrete material that
can be used instead of counters should it be necessary to start teaching from the first
step in Grade 2 or 3.
You now have been introduced to the sequence of steps to follow when you teach addition.
Learners must also be introduced to different methods to assist them in doing whole
number operations. They need a variety of interesting ways to practice and reinforce their
understanding of addition.
The following Grade 1 activity calls for addition up to 5 posing semi-concrete and problem-
solving questions.
120 minutes
22
Complete the following to show the expected answers of Grade 1 learners:
1. Write number sentences for the following representations:

a. y y y y and y equals
b. yyy and yy equals
2. Solve the following by making a drawing and writing a number sentence for each.
a. Nosisi has 6 green marbles and 2 red marbles.
How many marbles does she have?
b. Tshepo has 5 blue marbles and 3 green marbles.
How many marbles does Tshepo have?

3. Design activities, similar to the Grade 1 activity above, for Grade 2 and Grade 3
learners. Note: Keep the number range for the different grades in mind.
Commentary:
1. Write a number sentence using symbols for:
a. y y y y and y equals 4+1=5

b. y y y and y y equals 3+2=5
2. Solve the following by making a drawing and writing a number sentence.

a. Nosisi has 6 green marbles and 2 red marbles.
How many marbles does she have? (8 marbles yyyyyy yy ; 6 + 2 = 8)
b. Tsehpo has 5 blue marbles and 3 green marbles.
How many marbles does Tshepo have? (8 marbles yyyyy yyy; 5 + 3 = 8)
3. Your activities should follow progressive steps to teach addition, i.e. from the
concrete to the semi-concrete and eventually to the abstract. They must align with
the curriculum for the specific grade, i.e. Grade 1, Grade 2 or Grade 3.
In Grade 1, you will start with pictures of real objects and pictures of shapes, adding
with totals up to 10. Learners might also draw dots (semi-concrete) but then they
should soon start to write the sums using the mathematical symbols (numbers and
the + symbol). Learners need to write addition number sentences to show the
calculations they have done from Grade 1. They should not use drawings to record
what they have done; drawings can help them to do the calculations, but the
recording should be symbolic. This will help them to move from concrete through
semi-concrete to abstract representations.
In Grade 2 and Grade 3, the number range for calculations is extended, and
different concrete and semi-concrete representations such as base ten blocks and
base ten number cards (number expansion cards or sometimes also called Flard
cards) can be used to help learners extend their adding strategies to cope with the
higher number range. Once again, these representations are to help them
understand the operation strategies and they should be used to help learners
understand what they are doing, but they should not be used for the recording of
the calculation. Numeric symbolic records should be done to write up the
calculations that have been done.
In the next paragraph, we will give you some ideas on HOW to teach addition using
different methods and interesting formats.

2.2 Methods for teaching addition
At first, learners must use different informal strategies/methods to do addition. They use,
for example, concrete materials and models, number lines, building up and breaking down
numbers.
Start teaching addition with:
x Real objects such as small toys, crayons, leaves, stones, shells, buttons, etc.
Sort/group them together and match the same objects together. Count and specify
more, less, and equal.
x Compare groups that have the same objects and same and different numbers as
well as groups that have different objects and same and different numbers of
objects, e.g. compare 6 leaves with 5 beads.
x From using real objects, you can progress to using cut out shapes such as circles,
triangles, etc.
x Pictures of real objects and pictures of shapes could follow these (semi-concrete).
x Lastly, use dots (semi-concrete) and symbols (abstract).
Let’s look at some ideas on HOW to use concrete and semi-concrete materials to teach
addition.
2.2.1 Use of concrete and semi-concrete materials
To help Foundation Phase learners build a rich understanding of addition, you need to use
concrete materials as main tools. Concrete materials and models serve as “thinking tools”
to help learners to understand the operation. Their understanding improves if they can
relate mathematical facts and symbols to an experience they can visualise (see). Concrete
materials serve as a reference for later work, but also for constructing understanding for
the basic facts (mental mathematics).
The most well-known and easily available concrete materials used by learners are their
own fingers. As the numbers get larger than 10, learners use counters and physically move
them around to solve problems. From there, learners progress to drawing pictures or
models (things that represent objects) to solve their problems on a semi-concrete level.
Eventually, learners are ready to work with number symbols on an abstract level.
Because addition means putting together various groups of objects, it is important that
learners understand part-part-whole relationships. You have already been given some
ideas on HOW to teach part-part-whole relationships in Unit 1.

Next, we will give you some more ideas on HOW to help learners combine groups (or sets)
of objects to make a new bigger group to find out how many objects they have altogether.
In other words, how to work with concrete objects to solve addition problems.
1. Making groups with real objects
Hand out a pack of counters (beans, bread tags, bottle

tops, and small stones – anything that can be counted)
and two A4 pages to each learner. On the one page,
draw two large circles (large enough for the counters to
fit in). Draw a third circle, large enough to hold the total
number of counters that are involved in the specific sum,
on the second page. Each learner receives enough
counters to represent the total, e.g. to teach 1 + 2 = 3,
each learner must have 3 counters.
You could tell a story or make up a question that leads to the addition of 1 + 2. For
example, say to the learners “One girl is sitting on a bench. Two more girls go sit
next to her on the bench. How many girls are sitting on the bench?” Ask the learners
to show this using their counters. Ask, “How will you show what numbers you need
to add?” Learners should work out that you need to add 1 and 2, and to show this
you need to put one counter in one circle and 2 counters in the other circle on the
one page. Now ask the question: “How many counters are there altogether?” “Use
your counters to show this”. Learners physically take the one counter in the first
circle and the two counters in the second circle and put them together in the third
circle on the second page. Then learners count their counters and say how many
they have.
Tell your learners: “You have just made a sum that reads: One plus two is equal to
three.” Then write this on the chalkboard using symbols: 1 + 2 = 3 so that learners
begin to realise how to record addition symbolically.
Enough practice will help learners to grasp the idea of addition by putting together
a number of objects in a group to another group of objects to give you the total.
Therefore, repeat the above activity by giving learners more story sums in a variety
of contexts to solve using counters and different “groups”, for example:
x Make nests with play dough.

x Use empty containers such as tins or boxes.
x Use a piece of wool to make circles.
Remember to increase the number range gradually.

It cannot be emphasised enough that in the Foundation Phase, enough

opportunities to manipulate concrete objects will promote learners’ understanding
of an abstract concept such as addition. Therefore, more examples of concrete
material, that can be used to develop learners’ addition skills, are suggested.
2. The use of counting frames and other concrete materials
It is important that you have a variety of concrete materials available in your class.
Grade 1s especially need direct access to counters, counting frames, connecting
cubes and other concrete apparatus to manipulate. If you do not have these
resources in your school, you will need to make them yourself. Grade 2s and 3s
also need to use concrete aids to extend their understanding of addition and how to
add in the higher number range specified for those grades.
Use pumpkin seeds, beans, bottle tops, or any other concrete objects.
Source: Krebs (2013) Pxfuel.com [n.d.]
Consider the possibilities of using recycled materials to make your own concrete
apparatus such as a counting frame.
A homemade abacus (counting frame) made from used

polystyrene packaging, wool and beads is a valuable
resource to use in your class. Ideally, all learners must have
their own abacus. They move the beads on their abacus to
help them solve problems involving addition. Learners can
make their own abacus during a class project.
Source: SANTS Archive
3. The use of pictures
From letting learners make and join sets with concrete objects, progress to working
with pictures that represent real objects, e.g. 1 + 2 = 3.

+ =
In this picture sum, we say: “One butterfly plus two butterflies equals three
butterflies”. In this case, we can add the objects together as they are all butterflies.
It is important to expose learners to the correct mathematical language during both
concrete and semi-concrete activities.
NOTE: If you use pictures for addition or subtraction (or any other operation), use
pictures of the SAME THINGS (or the same category), e.g. butterflies, insects,
animals, flowers, etc. It is confusing and mathematically incorrect to add or
subtract several types of things.
This establishes the principle that only “like terms” can be added or subtracted,
i.e. objects that are the same.
For example, it doesn’t make mathematical sense to add 1 bird to 2 bananas or

subtract 1 bird from 2 bananas. In both the pictorial representations below, there
is NO answer or solution.
+ = ?
− = ?
It is impossible to answer: “How many of WHAT?” Are we referring to birds or
bananas?
From using pictures (semi-concrete), we can progress to using dot cards to show
addition in another semi-concrete way. Dots are more abstract than pictures, but
they are still semi-concrete as they are visual representations of numbers or
quantities; they are not symbols.
4. The use of dot cards
Dot cards can be effectively used to help learners to abstract the idea of addition.

For example, the number sentence: 1 + 2 = 3 can be shown in the following semi-
concrete way:
+ =
Encourage learners to use their informal language to talk about and explain their
thoughts orally. They must say what they think and explain HOW they reason.
Informally introduce the operation sign “+” to describe the operation.
Make the operational sign cards in the same way you

made your dot cards, number symbols and number
name cards.
plus: + equals: =
On a semi-concrete level, learners can make their own drawings to present “the
putting together of groups”.
5. The use of learner drawings
Give learners many opportunities to use drawings and mixtures of words and
symbols to represent what they say and do, as well as HOW they think. Allow and
encourage learners to use the symbols and operational signs to show the operation.
Do not hold them back if they are ready to advance to this level.
1 + 2 = 3 can be shown in the following way:
Gradually help learners to link their concrete explorations of adding to using

mathematical symbols and language correctly. Check that your learners have
represented the picture sum using the same kinds of objects. So, in the
representation above, 1 apple plus 2 apples equals 3 apples. If the learners had
drawn different objects, such as 1 apple + 2 bananas, then the total is not equal to

3, as we cannot add bananas to apples. We can only add like objects. In the
mathematical terminology we refer to these same objects as “like terms”.
As soon as learners are ready to write “sums” (number sentences) symbolically, allow them
to do this; do not hold them to drawings. They need to record mathematics using the correct
mathematical symbols – you will see when they are ready. Learners will also enjoy writing
the symbols as it is faster and more efficient than drawing pictures!
Grade 2 and 3 learners should be more proficient in writing addition number sentences.
They work with higher number ranges that will require concrete materials such as base ten
blocks to show the addition of bigger numbers. Learners might want to draw pictures of
these representations (semi-concrete), but some might feel confident to write the symbolic
number sentences immediately. You need to be sensitive to the level of the learners.
Different learners might be at various levels, and you must be aware of this.
You could also provide drawings (semi-concrete pictorial representations) of base ten
blocks, showing the addition of bigger numbers. Number lines (you were introduced to
these in Unit 1, Section 1, paragraph 4.4) are another semi-concrete representation that
can be used in the teaching of addition, starting from Grade 1 and progressing to higher
number range addition in Grades 2 and 3.
See the progression from HOW Grade 1 learners solved the same problem with counters
(concrete) and then using drawings (semi-concrete) in the following example. Ultimately,
learners can write the number sentence.
Mary picked up 4 pebbles, and Bongani picked up 5 pebbles. How many pebbles did they
pick up altogether?
At first, learners use concrete materials such as counters to solve addition problems:
Mary’s pebbles must go in one group: I count them 1, 2, 3, 4. Bongani’s pebbles

must go in another group: I count them 1, 2, 3, 4, 5. Four counters and five counters
must go in the “altogether” group. If I count them all, they make 9 pebbles altogether.
Therefore, the learners picked up 9 pebbles altogether.
+ =

Later, learners progress to detailed representations (drawings) of the situation. They do

not have to use counters any longer, they use pictures to represent the situation. They can
also refer to drawings that you have made.
If Mary picked up 4 pebbles and

Bongani picked up 5 pebbles, they
picked up 9 pebbles altogether.
120 minutes
23
You have been introduced to several methods for the teaching of addition. These include
concrete activities, pictures, dot cards and own drawings done by learners.
1. In what way does the sequence of teaching activities for addition concur with Bruner’s
idea of learning that progress from enactive to iconic to symbolic representations as
you have learnt in the module: Introduction to Mathematics Teaching in the
Foundation Phase (F-MAT 120), and the module Education Studies 2: Theories of
Learning and Teaching (B-EDS 122).
2. Why is it important to teach the concept of addition initially at the concrete level?
Explain in 10 to 15 lines.
3. Do you think it would change the outcome of learning if you started teaching addition
at the abstract level? Give reasons for your answer.
Commentary:
The suggested sequence of activities is aligned with Bruner’s idea of learning.
Manipulating concrete material is in accordance with Bruner’s enactive or action-based
stage. Semi-concrete representations, such as pictures, is in line with Bruner’s iconic or
image-based stage. The abstract level, e.g. writing of number sentences is like Bruner’s
symbolic or language representation.
This would be useful to help learners to make their own conclusions to generalise the
concept being taught. They will understand better if they use real objects where more
senses are used at first, i.e. touch (feeling), seeing, manipulating (handling), etc. Moving
from the concrete to the semi-concrete to the abstract is in line with how learners learn.
Number sentences and operation signs are abstract. Learners need to learn what these
numbers and symbols mean when written in a number sentence by doing concrete
activities that are linked to the written number sentence. That is why you start by
introducing addition to learners in a concrete way first. If we start at the abstract level,
Foundation Phase learners may not have a conceptual understanding of what the
operations and symbols mean. They will also not understand the importance of the
equals sign and the idea of balancing the left-hand side with the right-hand side. The
actual counting of physical objects establishes the concept of addition and enables
learners to understand the role of the plus sign and equals sign when writing a number
sentence.
Learners need to learn HOW to talk about and write mathematics correctly. Putting
experiences into words helps promote meaningful learning. By using mathematical
language, learners verbally express their understanding of what they are doing. In the next
section, we show you HOW to introduce operational signs in a concrete and
understandable way.
2.2.2 Introduce number symbols and operational signs
Although Grade 2 and especially Grade 3 learners work on a more semi-concrete and
abstract level, teachers are cautioned NOT to START working on the abstract level when
they move to the higher number range. The move to symbols is often made too quickly,
and the use of concrete materials dropped too soon. Materials and representations that
help learners develop their operational concept must be used at every level. Using
concrete materials must come first at any level and then it must be followed by using visual
representations and symbols.
It is crucial to introduce and use correct mathematical language, symbols and operation
signs so that learners have the “tools” to say and write what they do in the correct
mathematical language. Make sure that learners understand what each of the symbols
and signs means so that they can use them appropriately. Help learners to see that the
mathematical symbols and operational signs are short ways to write what they do and say.
It is important that learners understand what each of the operational signs mean. For
addition, the plus and equals signs are used:
plus: + Add, put together, join, find the total, make

more, increase with.
equals: = “The same as” or “is equal to”.
Although number sentences and operational signs are abstract, you need to introduce
them to learners by linking them to the concrete work you have done and to the semi-
concrete representations you have shown the learners. In this manner, learners’
understanding of number sentences and operational signs will be enhanced. It is
imperative that learners understand the concept of “equality” or “equal to” in number
sentences.

To illustrate the concept of “equal to” or “equality”, a balance or a scale is

a powerful tool. If learners in the Foundation Phase struggle with this
concept, the equals sign can be conceptualised as a balance (van de
Walle, Karp & Bay-Williams, 2010). For the scale to be “in balance”, the
left-hand side of the scale must always be equal to the right-hand side thereof.
Teaching from a concrete, to semi-concrete to abstract level is recommended. This is

shown next:
Concrete level Semi-concrete level

(Use actual objects to demonstrate.) (Use a picture/drawing to explain.)
2+3 = 5
Abstract level (Use symbols to illustrate.)
On a more advanced level, the following activity can be used to reinforce learners’
understanding of “is equal to”. The activity explained here is appropriate for any grade.
You must, however, adapt the numbers and sums to fall within the number range of your
grade. The number range used here is appropriate for Grade 2.
For a whole class activity, prepare the following number and operational symbol cards:
Operational symbol cards:

Use cardboard, e.g. from empty cereal boxes. Write
operational signs appropriate for addition (+) and equals
to (=) on square cards. Attach strings to the cards so that
+ + + = they can be tied around learners’ necks.
Make number cards with random numbers between 0 and 99.
5 7 9 10 15 21 24 30 39 41
Use the above cards to make sums with the learners. Put number bibs around their necks
and let them stand in front to form “sums” (number sentences), e.g.

Images: Freesvg.org (2013)
15 + 9 = 24
Let each of the learners tell and explain their role or value in the “sum” (number sentence),
for example:
I am worth 15; that means 10 and 5 or 3 hands of 5 fingers: 5, 10, 15.
I am the plus sign. It means I put together John’s value and Fred’s value. I say you
must add the two numbers.
I am worth 9; that means 5 and 4 (or other ideas).
I am the equals sign. I show that the value of John’s number, together with Fred’s
number is the same as Cindy’s number. I show that the one side is equal to the
other side.
I am the answer. I represent the total of the two numbers added together.
If learners choose to change the order of their positions on the left-hand side of the equals
sign, they should notice that the total is still 24. This shows the commutative property of
numbers, which will be discussed in the Paragraph 2.2.3.
9 + 15 = 24
Let learners do a few of these “sums” by changing the numbers AND/OR the order of the
numbers. They should also write down the number sentences they have been represented
and discussed.

90 minutes
24
2
How does the above activity consolidate learners’ understanding of addition and how to
record an addition number sentence?
Commentary:
First, learners are actively involved and link number and operation symbol (+ and =)
cards to themselves. This is a fun and active way in which the learners can participate
in doing addition.
As they start to tell stories, learners move towards abstracting the addition stories about
which they are talking. Writing down their number sentences consolidates the abstract
sums they have done.
2.2.3 The order of addition
The commutative property of addition means that changing the order of the addends (the
numbers to be added) does not affect the sum (the answer). Learners, therefore, must
realise that the same two numbers have the same sum, no matter which comes first. In
other words, numbers can be added in any order – the result will be the same.
To help learners understand the commutative property of addition (i.e. 2 + 3 = 5 and

3 + 2 = 5), you must do activities with concrete material like the one explained next.
Do the following practically:
Take 5 counters and call two learners. Put 2 counters in Mary’s hand and 3 in John’s hand.
Ask: “How many do we have altogether?” Say: “Two and three equals five”. Let learners
repeat it after you.
Mary’s hand John’s hand
Ask the two learners to keep the counters in their hands, close their hands, and let Mary
and John swap places. Let learners open their hands and count how many counters John
has in his hand (3). How many does Mary have? (2). Say: “Three and two equals five”. Let
learners repeat it after you.

The two learners can swap places again and again, repeating 3 + 2 = 5 and 2 + 3 = 5.
Swop places
John’s hand Mary’s hand
Then write the number sentences on the board: 2 + 3 = 5 and 3 + 2 = 5. (Therefore,

2 + 3 = 3 + 2).
Let learners then work with their own counters. By making groups with different coloured
counters, learners realise that two white and three black counters give the same number
of counters as three white counters and two black counters do.
Use a variety of combinations so that learners clearly get the idea that the order of the
numbers that are added does not affect the answer.
Remember to reinforce this concept by doing similar exercises in other situations, for
example:
x Place several counters in two separate containers, let learners add and record the
total. Then let them swap around their two containers, and again add and record
the total.
x Let learners draw a specific number of dots in two separate groups (circles) on two
separate pages. Let them then add and record the total, interchange their pages
and again add and record the total.
x Let them talk about their findings. Write both the number sentences on the
chalkboard, for example, 3 + 6 = 9 and 6 + 3 = 9.
Eventually, learners will know that they can add two numbers in Commutative property:
Commutative is derived from
any order – the answer will be the same. This is known as the commute, which means to move
commutative property (sometimes called the commutative around. Thus, the commutative
property of addition means
law) of addition. (You will learn more about the properties of numbers can be moved around
in a number sentence without
numbers in the next module: Mathematics Teaching in the impacting the answer. In other
words, numbers can be added in
Foundation Phase 2 (F-MAT 312).) any order and the answer will
remain the same.

Learners in the Foundation Phase will not learn the name of this property but you as the
teacher will know it and will start to see when learners have realised that it holds and that
they can use it when they need to or want to.
180 minutes
25
Plan a lesson for learners where you use the concrete material as well as number cards
(make your own number cards for this purpose) to teach Foundation Phase learners that
numbers can be added in any order:
x Include all the components of the lesson plan.

x Include at least three activities for learners.
x Show the trajectory of learning clearly, i.e. from the concrete to the abstract.
Commentary:
Revise the lesson plan in the module: Introduction to Mathematics Teaching in the
Foundation Phase. Ensure that learners are involved throughout the lesson and that the
activities and content you choose is relevant to the topic and provide learning from the
concrete to the abstract. Take your lesson plan with to the next academic support
session or your study group.
120 minutes
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2
In your own study group or at the next academic support session:
1. Present your lesson plan in your group. Explain the trajectory of learning.
2. Listen to and learn from other students. Make notes of what you learn from other
students or your tutor.
Keep your lesson for teaching during WIL or in your classroom.
2.2.4 Adding one and zero
Adding one to a number is visually easy for most learners. Once again, start at the concrete
level and have many experiences for your learners with concrete objects to practice adding
one before introducing paper-and-pencil activities like dots and symbols, e.g. 1 + 1 = ;
2 + 1 = ; …; 9 + 1 = . Let learners practice enough so that they can conclude that if
they add 1, they get the next counting or whole number. Repeated addition of 1 is the same
as counting. Such numbers that follow each other in order, without gaps, by adding 1 each
time are called “consecutive numbers”.
Adding with zero is quite difficult for young, inexperienced learners to understand because
zero is an abstract idea; it cannot be represented using “something” because it is “nothing”.
Concrete experiences with adding “nothing” is tricky because it is difficult to visualise

adding nothing! But you can work through examples using stories and talk about adding
“no more”. Have many concrete experiences so that learners realise that if they add “no
more”, they still have the same number. The number of objects stays the same if they add
nothing to that number. As a teacher, you should know that zero (0) is called the “identity
element” under addition because when adding zero to any number, you will always get the
identical number you started with.
Here is an example:
Take a basket. Put 4 real apples in the basket. Count as you put them
in, one, two, three, four. (You may also use a small empty box and four
stones, it will serve the same purpose!)
Source: The Yellow Peach (2009)

Ask learners how many apples are in the basket.
Take an “apple” from the air. Ask learners how many apples are in your hand (0).
Now add the “nothing” to the basket and ask learners how many apples are in the basket.
Let them count: 1; 2; 3; 4. There are still only 4 apples in the basket.
Then show them the sum written in a number sentence: 4 + 0 = 4.
You can add another apple to have 5 apples in the basket. Add another “nothing” and
make the sum, 5 + 0 = 5. Your activities should focus on this pattern:
1+0= 0+1=
2+0= 0+2=
3+0= 0+3=
4+0= 0+4=
You might need to revisit the concept of adding zero; you will do this throughout the
teaching of addition. Include sums where you add zero in sets of questions that you give
to learners.
The number bonds of adding zero to numbers up to 10 are considered basic facts that
learners need to learn. They need to know these by heart so that they can apply them
when doing operations in the higher number ranges.
There are other basic facts that learners need to master that will now be discussed below.

2.2.5 Doubles
Doubles are basic facts in which both addends (numbers to be added) are the same
number, for example, 4 + 4 or 6 + 6. To double means to add the same number. At first,
connect doubles to familiar situations. For example, use two hands to show that
5 + 5 = 10, use an egg carton to show that 3 + 3 = 6, use two egg cartons show that
6 + 6 = 12, etc.
Double 3 eggs on one

side shows: 3 + 3 = 6.
Double 6 eggs on one
side: 6 + 6 = 12.
Source: Pxfuel.com [n.d.]
After experiencing doubles with concrete objects, learners must work with drawings,
pictures and dots, for example:
Eventually, they must write the number sentence in symbols, for example, 3 + 3 = 6.
Doubling, and ideas to teach doubling, is addressed in more detail in the next module when
multiplication is covered.
2.2.6 Basic addition facts
The basic addition facts are those that give an answer up to 20 when whole numbers are
added together. Refer to the basic facts, addition table in the addendum of your
Fundamental Mathematics module. Do you know the basic facts by heart? Ensure that you
revise your knowledge of these regularly.
To help learners know and work fluently with basic addition facts, you need to drill them
using a variety of methods. Using an array with columns and rows is one such method.
You should draw a diagram like the following on the chalkboard. Ask learners to copy it in
their class workbooks. The arrows must be included. The arrows show the direction of the
operation, i.e. from left to right (horizontal) or top to bottom (vertical) and, therefore, the
arrows must be placed on the right-hand side and below (not left or on top).

Æ
È È
Ask learners to choose a number less than 9

(basic facts) for each block. You can write the Æ4
numbers on your diagram on the chalkboard.
Now ask learners to use their counters to pack
the number in each block. Learners must then Æ8
add horizontally (Æ) and vertically (È) and write
È È
the answer next to or under the arrows.
9 3
Let learners then replace the counters with the appropriate number symbols:
3 1
Æ4
6 2
Æ8
È È
9 3
Proceed by linking this format to the open block (result unknown) format in number
sentences, for example:
3 + 1 = and 6 + 2 =
Show the learners informally HOW the horizontal format can be written vertically as:
3 and 6
+1 +2
Learners need to learn that a number sentence such as 4 + 2 = is the same as:
4
+2
___

2.2.7 Repeated addition
Addition also involves the joining (putting together) of more than two numbers as a single
number. If these numbers are all equal in size, we call this repeated addition. To do
repeated addition means to add the same number several times. It is important that we
expose learners to repeated addition, as it prepares learners for multiplication.
Repeated addition must be taught following the same teaching sequence as any other
addition sum. Let learners first use concrete materials, then progress to semi-concrete
representations and eventually, complete abstract activities.
Start teaching repeated addition to Grade 1 learners on a concrete level through the
involvement of their bodies. Learners can, for example, count the number of eyes of a
group of 5 learners.
2 4 (2 + 2) 6 (4 + 2) 8 (6 + 2) 10 (8 + 2)
Images: Freesvg.org (2015)
2 + 2 + 2 + 2 + 2 = 10
In the above activity learners repeatedly (5 times) add groups of 2. They could first skip
count in 2s from 2 to 10 as they are pointing at each learner in the group and then write
the number sentence. In the same way, learners can repeatedly add groups of 5, counting
the fingers on one hand as a group of 5. The following number sentence represent the
total number of the fingers of 3 learners: 5 + 5 + 5 + 5 + 5 + 5 = 30.
Then use concrete objects to reinforce learners’ understanding of repeated addition. Let
learners use concrete examples to show groups of a specific number, for example: “Show
me 4 groups of 2”.
Learners must also write down the number sentence:

2+2+2+2=8
(At a later stage in Grade 2 and 3, help learners to link the
repeated addition format to the multiplication format:
2 + 2 + 2 + 2 = 4 × 2 = 8).
After lots of concrete experiences, learners can progress to using pictures, dots or their
own drawings (semi-concrete level) to represent repeated addition. To practice repeated
addition on the semi-concrete level, draw (for example) a few smiley faces on the
chalkboard. Ask: “How many eyes?”

Images: Needpix.com [n.d.]
Let the learners count the eyes. Allow them to count the eyes one by one but encourage
them to do mental addition by counting in multiples of two. Let learners also write down
the number sentence for the total number of eyes, i.e. 2 + 2 + 2 + 2 + 2 = 10 (skip
counting).
On their own, let learners make drawings and write the number sentences under the
drawings to show, for example:
x the wheels of three tricycles; [3 + 3 + 3]

x the wheels of four cars; or [4 + 4 + 4 + 4]
x the wheels of three lorries (with 8 wheels each). [8 + 8 + 8]
For Grade 3 learners, you must teach repeated addition of higher numbers. Always try to
involve concrete objects, even for Grade 3 learners, when you introduce a new concept.
An example involving concrete objects in a money-related problem is given.
Collect a number of empty cold drink tins. Place them where all learners can see:
Images: Lam (2016)
Ask learners: “How much will we pay for these 9 cans of cold drink if each can cost R7?”
Learners can use counters (concrete) or make drawings (semi-concrete) to find the
answer, for example:
9 tins
+ + + + + + + + R7 each

Learners must also write the number sentence:
7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 + 7 = 63.
At a later stage, when multiplication is introduced to Grade 2 and 3 learners, you will show
them how to write the addition number sentence as a multiplication number sentence,
i.e. 9 × 7 = 63, which means there are 9 groups of 7.
At a more advanced level, learners can be involved in a telephone game. This is a more
challenging activity than the one explained previously, but it is a fun way to practice
repeated addition on an abstract level.
Let 6 to 8 learners sit in a circle. The group decides on a number that must be added each
time (e.g. 4). One learner starts the message by whispering a number (any number
between 1 and 10) into the ear of the learner on his or her left side. This learner listens
carefully, adds the number mentally, and whispers the answer to the learner on his or her
left.
Images: Clker.com (2018)
Six
Six, add
four …
The next learner must add the number and whisper the answer, in turn, to the next learner.
The last learner must say the total aloud.
90 minutes
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2
Several strategies for working with addition have been introduced in the last few pages.
Draw a mind map to summarise the last four strategies. Then reflect on these:
x How many of them do you remember doing at school?

x What ideas do you remember most clearly?
x What does this suggest about the way in which you should teach addition?
x Do you think learners in the Foundation Phase should do vertical addition? Why
or why not?

Commentary:
You might not clearly remember the strategies used for addition when you were at
school. If you remember some successful strategies not mentioned here, write them
down. Most people remember strategies best if they were actively involved. Revise the
part on “actively involving your learners” in the module: Introduction to Mathematics
Teaching in the Foundation Phase (F-MAT 120) and keep this in mind when you plan for
teaching.
Vertical addition in the Foundation Phase has been debated by Mathematics teachers
for a long time. Though there are advantages, one of the disadvantages that must be
guarded against is that learners learn algorithms (short methods/recipes) too early
without a complete understanding of the base ten number system, trading rules, etc.
Guard against this when you teach Foundation Phase learners.
In the next paragraph, we will show you HOW to use number tracks and number lines for
addition.
2.2.8 Number tracks and number lines
You cannot expect learners to understand and use a number line from the first day in
Grade 1. They should gradually progress form physically experiencing the increase and
decrease of numbers to efficiently using number lines with large numbers by Grade 3.
Learners’ first exposure to number lines should be where they practically experience the
increase and decrease of equal segments. Let’s give you some ideas of how to use the
number line for addition.
Step 1: Increase and decrease of the numbers in equal segments
At the beginning of Grade 1, let the learners pretend to be frogs! They need to jump in a
straight line and try to make sure that each jump is the same distance. This helps them to
physically experience the equal segments of a number line. They also count while they are
jumping.
Images: Clipartkey (2019)
One Two Three

Step 2: Number tracks
Before introducing and using number lines in your class, start with number tracks; they are
more concrete and understandable, especially to Grade 1 learners.
Number tracks on the ground
You can easily make an outdoor number track yourself. Draw large numbered squares on
the playground or use your white chalk to draw a number track on the corridor floor.
Remember to draw equal segments!
Let learners jump forwards and backwards in the squares while counting. Also let them
physically do some addition sums, e.g. “Stand on 1. Add 2. Add another 3. Where are you
now?”
(In the same way, subtraction and a mixture of addition and subtraction can be practiced.)
Number tracks on paper
After enough practice, you can make number tracks on paper like the following example:
1 2 3 4 5 6 7 8 9 10
Use the number tracks to play games where learners place counters on the number to
count forwards and backwards.
Give instructions like:
x You start on 4 and jump one forward. Where will you land?
x You start on 7 and jump one backwards. Where will you land?
x Place 7 counters on your number track. How many more counters do you think
you need to get to ten? Let learners first estimate and then put out counters to
check their estimation.
Gradually, extend the number track to 20 and beyond.
Once learners understand how to use the number track to represent their actions, you can
encourage them to use written methods to show their adding (or subtracting) on the
number track, e.g. “You said you started with your counter on 2, then you jumped three
(steps) forward and landed on 5. Can we write a ‘sum’ (number sentence) for this?” We
can show it like this: 2 + 3 = 5.

Start here
1 2 3 4 5 6 7 8 9 10
The number track can also be used to play games with dice and counters, e.g. throw the
die, and count on (or add the number on the die to the number of the current place).
Learners move the counter and stand on the new place. They throw the die until they reach
10.
After this, learners are ready to work on a number line.
Step 3: Number lines
The number line is a geometric “model” of all real numbers. Unlike counters, which model
only counting, the number line models measurement, which is why it must start with zero.
One reason for using the number line in teaching is that learners need to see arithmetic in
both contexts: counting and measuring. Another important reason we use the number line
is so that our learners understand how the basic operations of addition and subtraction
work and to understand what the answer means.
Learners make a natural progression from counting to basic addition, but there’s a key
moment when they realise that they don’t have to count all the way from one each time.
Take for example 3 + 4 = ?. Learners start by counting on their fingers from one to three,
then they count four more to get to seven. This is a natural stage of the concrete stage of
development. Soon they’ll realise that they don’t have to start at one each time and start
at three and then count on to seven.
Number lines are an excellent way to accelerate this development. Number lines provide
a mental strategy for addition and subtraction. Research has shown that number lines are
important because they promote good mental arithmetic strategies. In addition to a number
line being a useful pedagogical tool, it is as much a mathematical concept as functions. In
the Intermediate Phase, number lines will be important when learners start working with
whole numbers to eventually proceed to algebra.
It is important that Foundation Phase learners learn how to use a number line efficiently.
Foundation Phase teachers are reminded of the importance of displaying a large number
line along the top of the chalkboard (or any other suitable visible spot in your classroom).
Ideally, learners must all have number lines at their desks. Keep in mind that number lines
are more useful in solving addition and subtraction type problems and not necessarily for
sharing and grouping problems.

See how the number line is used to illustrate the adding up of two numbers: 2 + 3 = 5
2 3 The answer is 5.
z z z z z z z z z z
00 11 22 3 4 55 66 77 88 10
9 10
The learner must use both index fingers for activities on a number line. The learners should
put the first index finger on the first number and add (move on) with the second index finger
to get to the answer.
120 minutes
28
1. Work through the following set of learner activities. Draw a picture and write a number
sentence for each:
a. Khwezi has 9 sweets. Tom has 3 sweets. How many sweets do they have
altogether?
b. Grace has 8 sweets. Tuli has 6 sweets. How many sweets do they have
altogether?
2. Fill in the numbers on the number line and then write a number sentence for each.
Each number line starts at zero.
a.
b.
3. Why is the number line important to teach addition at the Foundation Phase?
Commentary:
1. a. Khwezi has 9 sweets. Tom has 3 sweets. They have 12 sweets altogether.
( ) (9 + 3 = 12)
b. Grace has 8 sweets. Tuli has 6 sweets. They have 14 sweets altogether.
( ) (8 + 6 = 14)

2. Fill in the numbers on the number line and then write a number sentence for each.
Each number line starts at zero.
a. 8 + 5 = 13
b. 6 + 5 = 11
3. One reason to use the number line in teaching is that learners need to see arithmetic
in both contexts: counting and measuring. Another important reason we use the
number line is so that our learners understand how the basic operations of addition
and subtraction work and to understand how the answers to addition and subtraction
questions can be located numerically in relation to the numbers being operated on.
Number lines are an effective way to accelerate the development from counting to
basic addition, especially when number lines that are not labelled in 1s are used,
and when number lines in higher number ranges are used. They provide a semi-
concrete representation that can be visualised and assist mental addition and
subtraction. They also consolidate number concept – locating numbers on a number
line requires learners to apply their knowledge of the relative sizes of numbers.
The most abstract level would be when learners do not have any form of representation
and begin to work mentally. This is spoken about next using the idea of a “mental number
line”.
Step 4: The mental number line
Learners eventually develop a mental number line that enables them to solve problems
mentally. This mental image of a number line allows learners to sequence numbers and to
move flexibly between them. After enough practice on the real number line, you can let
learners practice their mental skills using the “mental number line”. This is an advanced
activity and challenges learners to develop their number sense on a more advanced level.
To practice using the mental number line, have learners participate in a sequence of
questions, e.g.:
x Teacher: I have 23, what will I get when I add 7?

x Learner: 30
x Teacher: Yes! And now that I have 30, what must I give away so that I am left
with 15?
x Learner: 15
x Teacher: Great. And what will I get by adding another 20?
Carry on with more challenging questions and gradually increase the number range. Let
learners answer “Up and Down the Number Line” questions to practice their skills of
making compensations using addition and subtraction to calculate an operation mentally.

This is quite advanced thinking, and you should help learners work through the thinking
behind making the decisions to add and subtract in the strategies (methods) shown below.
There is more than one way to do mental calculations. Let us look at the following
strategies:
x Completing tens:
o I have 16. What do I get if I add 4? (16 + 4 = 20)
o What must I add to 26 to get 30? (26 + 4 = 30)
o If I have 33, how much do I need to add to get to the next ten? (33 + 7 = 40)
To be able to answer these questions learners must know the number bonds of ten,
e.g.: 6 + 4 = 10; 3 + 7 = 10; 2 + 8 = 10; etc.
x Bridging tens/hundreds:
o I have 16. What do I get if I add 8? Think: 16 + 4 = 20; 20 + 4 = 24.
16 + 4 + 4 = 24. I get 24.
o What must I add to 27 to get to 34? Think: 27 + 3 = 30; 30 + 4 = 34.
I need 3 + 4 = 7 more.
o I have 198. What do I get if I add 24? Think: 198 + 2 = 200; 200 + 22 = 222.
o What must I add to 294 to get 340? Think: 294 + 6 = 300; 300 + 40 = 340.
x Filling up tens/hundreds:
(Learners first break down the number to be added.)
o What do I get if I add 26 and 18?
Think: 26 + 4 + 18 – 4 = 30 + 18 – 4 = 30 + 14 = 44.
o What do I get if I add 275 and 35?
Think 275 + 25 + 35 – 25; then, 300 + 35 – 25 = 300; 300 + 10 = 310.
x Adding multiples of tens and hundreds:

(Learners must realise that if 3 + 2 = 5, then 30 + 20 = 50 and
300 + 200 = 500.)
o I have 40, what will I get if I add 20? Think: 40 + 20 = 60.
o I have 70, what will I get if I add 30? Think: 70 + 30 = 100.
o What must I add to 200 to get 600? Think: 200 + 400 = 600.
x Adding to multiples of tens and hundreds:

o I have 16, what will I get if I add 34? Think: 16 + 4 + 30 = 20 + 30 = 50.
o What must I add to 27 to get 60? Think: 27 + 3 + 30 = 60. I need 33 more.
o What do I get if I add 13 to 227? Think: 227 + 3 + 10 = 230 + 10 = 240.

180 minutes
29
Study the different strategies discussed above for mental calculations.
1. Which strategy do you use most often when you need to do mental mathematics?
Why do you prefer that specific strategy?
2. First, write down the pre-knowledge required by a learner before you can teach the
“filling up tens” strategy to the learner. Then, use your example to show how you
would explain the “filling up tens” strategy to a Grade 2 learner.
3. Draw up your mental test consisting of 10 questions to strengthen Grade 3 learners’
competence to bridge hundreds. Also, draw up the memorandum for this test.
Commentary:
Always keep the number range in mind when you set mental tests for your learners. The
strategies above can help learners do mental calculations and eventually develop their
own strategies for mental calculations. Remember to provide enough opportunities for
learners to practice their mental calculation strategies.
Mental number line addition can be used as a mental mathematics activity. Number each
question, and let learners write down their answers so that the mental mathematics can be
assessed afterwards (by themselves, peers or by you). Here is an example provided for
you (this activity could be done in 5 to 10 minutes at the start of a mathematics lesson):
Mental maths activity:
Answer
1. What is 10 more than 750? 760
3. What is 10 less than 750? 740
Addition exercises must always be followed up by written work. Written work must,
however, suit the ability level of your grade. In the following paragraphs, some guidelines
on HOW to plan for written work on addition is provided.

2.2.9 Written exercises
A variety of interesting written activities must be part of mathematics lessons for all grades
(even Grade 1). The following activity only tests to see if learners can calculate the sum
correctly and does not test learners’ understanding of the process of addition:
Calculate the following:

12 + 1= Answer / result unknown.
33 + 16 =
114 + 21 =
Although the numbers are all different, they are all the same type of exercise (i.e. the
result/answer is unknown). In exercises like these, learners do not get the opportunity to
consolidate concepts by practising a variety of addition exercises. When you design written
activities for addition, you must have a variety of sums. Follow the guidelines given below.
When developing written activities for learners, change the position of the unknown and
provide varied types of problems.
Consider the following possibilities and order:

Result unknown: 15 + 25 =
Start unknown: + 25 = 40
Change unknown: 15 + = 40
Repeated addition: 5 + 5 + 5 + 5 + 5 + 5 + 5 + 5 =
Multiple addition: 4 + 5 + 6 + 7 =
Multiple operations (addition and subtraction): 40 + 10 – 5 – 3 + 2 =
In the following cases, it is sometimes useful to use a part-part-whole model to identify

parts in an addition number sentence.
x Result unknown: e.g. 15 + 25 =

x Start unknown: e.g. + 25 = 35
x Change unknown: e.g. 15 + = 40
Whole
Part Part
Result unknown: 15 + 25 =
(Whole)
15 (Part) 25 (Part)

40 (Whole)
(Part) 25 (Part)
40 (Whole)
15 (Part) (Part)
Written exercises should also provide for individualised learning and progression. Below
are some practical guidelines to maximise learning, ensure individualised learning and
progression with addition.
Practical guidelines for progression and individualised learning
Number range: Start with small numbers and gradually increase the number range. To
individualise learning, increase or decrease the size of the numbers to match your learners’
grade and ability level.
Position of the unknown: To progress from simple to more complex, start by using smaller
numbers with exercises where the result is unknown. For example: 5 + 2 = . To increase
the difficulty level, change the position of the unknown, and on an advanced level, work
with larger numbers.
Multiple operations: At first, provide activities that focus on one operation (e.g. addition
only). Then, increase the number range and give mixed addition exercises. On an
advanced level, use multiple operations (e.g. addition, subtraction and multiplication).
A few practical examples are provided next.
1. The use of worksheets
For Grade 1s, design worksheets like the ones shown here. Learners can use their
number lines to complete the following operations:
Activity 1 Change the position of the unknown (the empty

block) to challenge learners. We can make the
6 + 10 = problem more difficult by putting the unknown at
the beginning.
+ 4 = 15
“What” plus 4 will give 15?
(Have at least 10 examples)

Activity 2 Add more numbers and vary the

position of the unknown.
6+4+2 =
+ 7 + 6 = 21
7+4+ = 16
Activity 3 Change the format.
9 + 11 +3 +2
HINT: Have concrete material available for learners who might still need this as learning
aids to assist them to solve the problems.
2. The use of work cards
On a more advanced level (e.g. Grade 2), activities like the following can be
presented. Design a card with pictures and numbers.
6 7 8 9 10 15 27 30 31
48 50 52 64 75 83 90 96 99
Explain to learners that each of the pictures has a different number value, e.g. the
flower’s value is 6; the car’s value is 31.
Design work cards like the following and place them on learners’ desks:

Replace the picture with the real value and do the calculation.
+ =
+ + =
+ =
Three examples were shown here. Have at least ten examples on varying levels at
each table for learners to complete. The more they practice, the more competent
they will become in solving similar addition problems.
Design work cards on varying levels to provide for differentiated learning

experiences for your learners. Divide your class into groups according to their
developmental level. For learners who struggle with addition, use smaller numbers
and let them only add two numbers. At first, have the unknown at the end
(6 + 7 = ). When your learners are confident with this type of calculation, proceed
to slightly more challenging activities in which the position of the unknown is
changed (e.g. 6 + = 13). For advanced learners, use larger numbers and let
them add three or more numbers and give them problems with multiple operations
(addition and subtraction) to solve.
There are a variety of interesting ways to let learners practice addition. Ideas for
spider web diagrams are provided next.
3. The use of spider web diagrams
Spider web diagrams are interesting ways to help learners practice and reinforce
their skills in addition. These formats should not be introduced too soon for
Grade 1 learners, who should mostly work with concrete objects, but they are
interesting alternatives for Grade 2 and 3 learners.
You can make your own spider web diagrams, by following the procedure below.
You need 3 circles of varying sizes. Any circular object, e.g. tin or lid in large,
medium or small, can be used to draw the circles. Use the large circular object to
draw the outer circle, then the next size for the middle circle and the smallest shape
to draw the inner circle. Use a ruler to draw the sector lines of the circles. You must
write the instruction (e.g. + 10 or + 13; see spider web examples below) in the inner
circle and then fill in the numbers in the middle circle. Draw at least 6 to 8 different
examples in your learners’ workbooks. If you have photocopying facilities, you can
draw many different spider webs on an A4 page and have it photocopied for your
learners to complete.
Learners complete the spider-web diagrams according to the

instructions given in the inner circle. They calculate and write
the answer in the blocks on the outer circle.
15
12 15 12
20 7 20 7
+ 13 + 10
9 10 9 10
14 21 14
21
You can also change the format a little and fill in

some of the numbers in the outer circle.
NOTE: Where the numbers are written on the outer circle, learners need to find the number
to put in the inner circle that will give the total in the outer circle.
For example, 10 + = 21; then = 11 because 10 + 11 = 21.
90 minutes
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3
Reflect on the varying types of written activities that have been suggested by writing a
paragraph on how you would use each of them and when.
Share your ideas with a peer in your own study group or during the next student
academic support session.

The next method that will be discussed is “Building Up” and “Breaking Down” of numbers.
In Unit 1, we already explained the “Building Up” and “Breaking Down” of numbers using
spray cards (number expansion cards). This requires advanced mathematical skills and
challenges learners to think about numbers in creative ways. To complete such activities,
require higher-order cognitive thinking skills.
2.2.10 Breaking down and building up numbers
Learners must explore a variety of ways to “Build up” and “Break down” numbers within
their number range. Grade 1 learners must build up and break down numbers up to 20,
using concrete objects at first. As explained in Unit 1, learners must be able to use addition
to make different combinations of the same number using concrete materials. However,
Grade 1 learners must also be able to break down and build up numbers on a semi-
concrete as well as an abstract level within their number range and level of development.
A number can be broken down into smaller parts, without considering place values of digits
or it can be broken down into place value parts. Let’s look at, for example, the number 16.
Sixteen can be broken down into smaller parts without considering the place value of digits,
for example: 16 = 5 + 1 + 3 + 7 (16 is broken up in 4 parts). Sixteen can also be built up
by putting these parts (5, 1, 3, and 7) together, for example: 5 + 1 + 3 + 7 = 16. There are
many possibilities!
180 minutes
31
1. Write down 3 different examples in each case of how 16 can be broken down into:
x two parts;
x three parts; and
x four parts (do not copy the above example).
2. Write down 3 different examples in each case of how 16 can be built up from:
x two parts; and
x three parts.
3. What did you learn about the number 16 from doing this activity?
4. What can learners learn from breaking down and building up numbers?
Discuss your responses with your own study group or during the next student academic
support session.
Sixteen broken down into place value parts will be presented as: 16 = 10 + 6.
In the above example, the number has been taken apart into tens and units. Grade 3
learners work with 3-digit numbers and should, therefore, be able to break down numbers
into hundreds, tens and units, e.g. 312 can be broken down into 300 (3 hundreds) +
10 (1 ten) + 2 (2 units) and is written as: 312 = 300 + 10 + 2. A place value diagram is a
useful tool to use as a visual aid:
H T U
3 1 2
In the building up method, a number is built up by putting together hundreds, tens and
units, e.g. 300 + 10 + 2 can be built up to 312 and is written as 300 + 10 + 2 = 312.
As learners gain confidence in solving number problems, they will increasingly use
techniques that involve breaking down, rearranging and building up numbers. These
learners are now ready to work with numbers in a more abstract sense.
Interesting ways to “break down” numbers into three or more smaller parts without
considering the place value of digits are provided next.
1. The use of shapes
The following examples are appropriate for Grade 2 learners. The diagrams link to
the idea of parts making up a whole (breaking down and building up numbers)
diagrammatically. These questions require learners to find parts or the whole,
depending on what has been left out of the diagram.
Let learners choose a number and see how many ways they can find to break it up,
for example:
4 14 14 14
3
Change the format by writing some of the Eventually show learners how to link this
outside numbers and letting learners fill in format to the “empty box” (unknown)
the missing numbers. written format:
14 = 4 + 3 +
4 14 3
On a more advanced level, use other shapes with more sides to encourage learners
to break numbers into more parts, for example:
20 = 5 + 1 + 6 + 2 + 4 +
6
1 2
20
5 4
For Grade 3s you can change and extend the shape format of
Addend: Any of the
the addition calculations by trying out different shapes and other numbers added
interesting formats. See the arrows example below. Three together.
possibilities of how 94 can be broken down into a different

number of addends are shown:
x 50 + 44 (2 parts)
x 40 + 50 + 4 (3 parts)
x 20 + 20 + 20 + 20 + 10 + 4 (6 parts) 94
Let your learners find more ways to break down a
number, e.g. 94, into a different number of addends.
180 minutes
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1. Redraw and complete the above arrow diagram by showing how learners can break
down 94 in 4, 5, 7, 8 and 9 parts, respectively.
x How many varying ways can learners find to break down 94 in 2, 3, 4, 5, 6, 7,
8, and 9 parts respectively? Write down at least two different ways in each
case.
x What can learners learn from this activity?
2. On an A4 paper, design an interesting activity to enable Grade 2 learners to break
down numbers:
x Use any shape or format different from those given above.
x Provide clear instructions for learners to complete the activity.
x Show an example of how you expect learners to complete the activity.
x Share your responses with a fellow students in your own study group or at the
next academic support session.

2. The use of magic squares to build up numbers
Magic squares are an excellent way to reinforce and Magic square: Refers to a
square that contains a square
practice the number you had been working on during the number of blocks (e.g. 2 × 2 = 4
week. At first, your learners might find it difficult, but after or 3 × 3 = 9 blocks) and the total
of the rows, columns and
some practice, they will benefit a lot from completing diagonals are the same.
them.
Some learners might find magic squares quite challenging because in most magic
squares the requirement is that the rows, columns and even diagonals must add up
to the same total. Therefore, it not only challenges a learner’s addition skills but also
practices their problem-solving skills. However, learners enjoy this a lot!!
Start with simple magic squares. The following magic square has 9 blocks. For
Grade 2 learners, you might have to draw blank magic squares in learners’
workbooks (at least 6). Grade 3s will most probably be able to copy a blank example
from the chalkboard.
Blank example: In this magic square, fill in numbers in each block

so that the numbers in each row and each column
all add up to 12.
12
Completed example:
5 5 2 This is a diagonal.
1 4 7 12
In this magic square, see how the rows, columns

6 3 3
as well as the diagonal rows all add up to 12.
You need to indicate the number for each magic square (use the number you are
focusing on for the week, within the learners’ range, say 12). Learners then need to
fill each of the squares so that each row and each column adds up to 12. For
advanced learners, you can ask them to try to also add up the diagonal rows to the
required number.
Also, give learners the opportunity to choose their own numbers and complete their
own magic squares. You can ask them to swap their examples with a peer to check
each other’s calculations.
3. The use of games
You should never underestimate the value of games or activities that actively
involve learners when you are teaching important concepts. In this game, learners
must not only break down their numbers into smaller parts but particularly into place
value parts.
One such game is “DRAW LUCKY NUMBERS”. For this game, you need to write
numbers on small pieces of paper and put them in an empty box. Do this
beforehand. Let each learner draw 5 “lucky numbers”. Now, learners write down
their 5 numbers. They break them down into tens and units, e.g. 46 = 40 + 6. (For
advanced learners, work with larger numbers, like 3-digit numbers.)
Ask them to add a number (say 8) to each of their lucky numbers and break them
down again, e.g. 46 + 8 = 54 or 54 = 50 + 4. Encourage learners to discuss and
write down their calculations using the appropriate signs and symbols.
90 minutes
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3
How does building up and breaking down numbers according to place value of digits
consolidate learners’ understanding of place value?
Commentary:
It gives them an opportunity to talk about units, tens and hundreds; the place values
learners work with in the Foundation Phase. Furthermore, they will realise that the value
of digits is linked to their place value.
The breaking down (or building up) method of addition is a critical method for learners in
the Foundation Phase. This method requires learners to break down (or build up) the
numbers into units, tens and hundreds and to add them horizontally (next to each other).
Guidelines on HOW to teach learners to add by breaking down numbers into place value
parts will be discussed next.

2.2.11 Add by breaking down numbers into place value parts
Expose learners to varying ways of breaking down numbers for addition. Start with units
and tens and progress to units, tens and hundreds once learners grasped this method
properly.
1. Progress from informal to formal methods
Grade 2 learners are expected to add 2-digit numbers up to 99. The breaking down
addition method can be introduced informally as explained next.
To add 16 to 12 (16 + 12), the numbers can be broken down in tens and units and
make addition easier. Start on a concrete level, using counters in two different
colours or Dienes blocks and place value tables. Learners should break up the two
numbers into tens and units and use counters to represent the numbers in the place
value table. Remind them that, one black counter is equal to 10 grey counters, as
explained during the base ten activities completed earlier (see Unit 1, Section 1,
Paragraph 3).
tens units
16:
12:
After breaking down the numbers using counters, learners can draw the
representation in their class workbooks. Let them count the number of tens and
units in the place value table and write it down as shown next.
16 = 10 + 6 and Tens: 10 10 20
12 = 10 + 2
28 = 20 + 8 + =
16 12 28
Therefore: 16 + 12 = 28 Units: 6 2 8

More formally, the addition sum could be written as follow:
16 + 12 =
= (10 + 6) + (10 + 2)
= (10 + 10) + (6 + 2)
= 20 + 8
= 28
Did you notice the introduction of brackets to pair up and group numbers? Explain
to learners that mathematicians use brackets when there is a long string of numbers
to make the order in which they are working on numbers clear.
In Grade 3, learners must be ready to do more abstract classroom activities using

the “building up” or “breaking down” strategies. Two examples of addition activities
are given below.
Example 1: Adding three-digit and two-digit numbers
Do the following example on the board. While you do the working, explain to the
learners how you add the hundreds to the hundreds, the tens to the tens and the
units to the units.
Explain to the learners how you are using the brackets to pair up and group numbers
so that you make it clear which numbers will be worked on and in what order.
524 + 82 =
= (500 + 20 + 4) + (80 + 2)
= 500 + (20 + 80) + (4 + 2)
= (500 + 100) + 6
= 600 + 6
= 606
Do another example on your own using the same method: 626 + 32 = (658)
Example 2: Adding three-digit and three-digit numbers
Do the following example on the board. While you do the working, explain to the
learners how you add the hundreds to the hundreds, the tens to the tens and the
units to the units.

Explain the use of brackets again.
323 + 436 =
= (300 + 20 + 3) + (400 + 30 + 6)
= (300 + 400) + (20 + 30) + (3 + 6)
= 700 + 50 + 9
= 759
Do another example on your own using the same method: 626 + 142 = (768)
NOTE: You should always encourage your learners to estimate their answers
before performing the actual calculation. Estimating is the ability to make
reasonable guesses about a quantity. In the Foundation Phase, learners deal with
estimations informally. It is, however, important that Foundation Phase learners
gain experience with estimation and comparing whether their estimate is larger or
smaller than the actual count. They must also be able to look at a group of up to 20
objects and have a good sense of whether there are about 5, 10, 15 or 20 objects.
90 minutes
34
1. Calculate the following using building up or breaking down strategies:
a. 524 + 123 = (647)

b. 475 + 312 = (787)
c. 724 + 121 = (845)
2. Discuss why the strategies of building up and breaking down are important for
Foundation Phase learners?
3. Explain why mental mathematics is one of the most important tools for learning
mathematics?
Commentary:
All these calculations must follow the method described in Example 1 and 2 above.
a. 524 + 123 = (500 + 20 + 4) + (100 + 20 + 3)
= (500 + 100) + (20 + 20) + (4 + 3)
= 600 + 40 + 7
= 647
b. Similarly, 475 + 312 = 787
c. Similarly, 724 + 121 = 845
Encourage your learners to show all their steps and to use brackets for grouping.

The strategies of building up and breaking down are quite abstract, and so it is crucial
that learners have mastered more concrete strategies of addition before being
introduced to these more advanced strategies. By building up or breaking down, learners
are being exposed to the higher-order cognitive levels of Synthesis and Assimilation in
Blooms Taxonomy. These strategies involve the conceptual understanding of number
bonds. Using these strategies for addition will establish foundations for problem-solving
techniques.
Being able to do calculations in your head is an important life skill and an important
part of mathematics. Mental mathematics is also a critical component of the
Curriculum and Assessment Policy Statements (CAPS) for mathematics (DBE, 2011).
The CAPS document lists the number bonds and multiplication table facts that
Foundation Phase learners are expected to know and recall for each grade. However,
to improve mental calculations, learners need to be taught the most efficient strategies
explicitly. Mental mathematics encourages and strengthens accuracy and speed. It
involves conceptual understanding and problem-solving. It is a useful skill to use to
estimate the answer to a problem. Learners also do not have to rely on a calculator
for computing the answers.
A repeated addition problem can also be solved using the breaking down method.
Here is an example:
Samuel plants 6 rows of trees with 12 trees in each row.

How many trees does he plant?
There are 12 trees. There are 6 rows.

Thus, we must add 12, 6 times.
Number of trees = 12 + 12 + 12 + 12 + 12 + 12
Which can be broken down into:

10 + 10 + 10 + 10 + 10 + 10 = 60 and
2 + 2 + 2 + 2 + 2 + 2 = 12
Then, 60 + 12 = 72
Therefore, Samuel will plant 72 trees.
2. Introduce vertical methods
As Grade 3 learners start to work with 100s, they might find the vertical layout
(where they line up digits with the same place value underneath each other) a useful
way of helping them keeping track of what they are doing. This is not officially part

of the CAPS curriculum as a strategy, but CAPS suggests that learners should be
encouraged to use many different algorithms (DBE, 2011).
The vertical algorithm is a standard, accepted algorithm, internationally. You should

teach your learners how to use it effectively, helping them to understand how the
vertical columns help them to layout the number according to place value, and to
work efficiently in these columns. This will add to the range of strategies that they
have at their fingertips. You should not introduce this strategy until learners are
ready to work with numbers and talk about them according to the place values of
the digits that make up those numbers. At that stage, they are ready to use the
vertical algorithm.
Once learners have had lots of practice with different ways of recording their
answers in a horizontal format, show them how to write the broken-down numbers
underneath each other, e.g. 16 + 12. The horizontal algorithms you have done
consolidate learners’ ability to talk about the place values of the digits in the
numbers they are working with.
10 + 6 10 + 6 + 10 + 2
+ 10 + 2 OR = 20 + 8
20 + 8 = 28 = 28
NOTE: Learners’ informal vertical methods act as an important 16

stepping stone that will help them to understand and use the + 12
shorter vertical method that will be introduced later. 28
Although some Foundation Phase learners might not be ready for formal algorithms,
some teachers feel that their learners are ready to use the vertical column method
for addition. We will show you how to introduce learners to the more formal methods
in the next paragraph.
2.2.12 Vertical addition
Vertical addition is the standard algorithm for addition. It is called vertical addition because
the numbers are written underneath each other, and you add in vertical (from the top to
the bottom) columns.
Throughout this unit, we have emphasised the teaching approach starting from the
concrete to the semi-concrete to the abstract. To learn to use the vertical addition method
with understanding, learners need to connect the steps that are used to solve the
calculation problems with concrete materials to the steps that are used in the symbolic

(abstract) solution of the problem. We will, therefore, show you HOW to introduce the
vertical method in a concrete way.
Use base ten blocks to demonstrate how to work with tens and units and record the working
using the vertical algorithm. Start with 2-digit addition before you move on to 3-digit
numbers. Two examples are shown below that you can use to model the way you would
teach this strategy.
For example, use base ten blocks to show how to do the calculation for
23 + 15 = ___
Lay out the two numbers using base ten blocks.
23
+ 15
_____
Show the learners that there are:

2 tens and 3 units in 23
1 ten and 5 units in 15
Record these numbers vertically underneath each other.
Show how when you regroup the tens and the units, you get
3 tens and 8 units, which is 38.
23
+ 15
38
Record the answer in the vertical algorithm.
Give learners lots of practice with different numbers where trading or regrouping is not
involved. Let them also choose their own numbers to add using this format.
It is then important for you to demonstrate using concrete material how the vertical method
works, in case of trading or regrouping. Remember that learners will need a lot of concrete
experiences to link with the written algorithm.
For example, use base ten blocks to show how to do the calculation for 48 + 25 = ___

Lay out the two numbers using base ten blocks, as before.
48
+ 25
____
Show the learners that there are:

Record these numbers vertically underneath each other.
Show how when you regroup the tens and the units, you get
6 tens and 13 units, so you need to regroup to make a new ten.
Use the base ten blocks to exchange: 10 units must be exchanged for 1 ten.
Exchanging and regrouping lead to the “carrying” digit you learned about when you were
at school. You write this as an extra 1 ten above the tens digit in the algorithm:
1
48
+ 25
____
Learners must understand where the “carried” digit comes from.

So, the total (the answer) is:
1
48
+ 25
73
7 tens and 3 units, which is 73.

Record the answer in the vertical algorithm.
Can you see how important it is for learners to have a clear understanding of place value
and groups of tens to do vertical addition?
When learners have had a LOT of concrete experiences with adding involving trading and
regrouping, the formal vertical method may be introduced. Never force learners to use the
formal calculation methods. Only once learners have acquired enough practice inventing
their own strategies and methods, can you introduce the vertical addition algorithms. Make
sure that your learners know how, why and when to use the vertical column method.
60 minutes
35
3
How did you learn to add when you were at school? Which method of addition do you
prefer? Why?
You will now be shown HOW to add 3-digit numbers using various algorithms.
2.2.13 Three-digit addition using various algorithms
You will teach learners many different algorithms to use when adding. Most of these will
involve recording numbers, either vertically or horizontally. In vertical addition, calculations
always start from the right-hand side. In other words, you first add the units, then the tens,
then the hundreds, etc. In horizontal addition, learners will break down the numbers using
place value. This can be done in many ways, but place value generally is the guide, and
you will break numbers down into hundreds, tens and units.
Always start with examples where there is no carrying over (regrouping of using place
value) necessary. Then move to examples where regrouping is only necessary in the tens,
before you let learners do examples where regrouping is necessary in the tens and
hundreds. Here are some examples. These examples show how you can use base ten
blocks (concrete) to demonstrate addition strategies and make links between vertical and
horizontal strategies when you record calculations you have done.
The numeric record of the calculation is done differently depending on what numeric
strategy you want to use. The horizontal strategy demonstrated here is that of adding by
breaking down the second number only.
x This strategy involves adding 3-digit numbers to 3-digit numbers: keeping the first
number whole and breaking down the second number and then adding in stages.

x First example:
323 + 136 = ......... Note: The brackets are used in the calculation
strategy.
= 323 + (100 + 30 + 6)
= (323 + 100) + 30 + 6 First, add the hundred of the
second addend to the first addend.
= (423 + 30) + 6
= 453 + 6 Then add the tens to what you have.
= 459
Now add the ones to what you have.
Following is an illustration of the algorithm using base ten blocks:
First, lay out the base ten representation

of the two numbers to be added.
Then regroup to show the addition of the

numbers in the different places.
You could also link this to the vertical algorithm strategy:
Record the numbers using vertical columns to line up the hundreds, tens and units.
Add the digits in the columns, starting from the units. 323
x In the units column, there is a total of 9. + 136
x In the tens column, there is a total of 5. 459
x In the hundreds column, there is a total of 4.
No regrouping was needed; hence, no exchange or carrying was needed.

x More examples (see below).
x While you work through them, you should question the learners about why they
are grouping numbers in the way they suggest.

141 + 345 = __ 324 + 125 = __ 177 + 122 = __

= 141 + (300 + 40 + 5) = 324 + (100 + 20 + 5) = 177 + (100 + 20 + 2)
= (141 + 300) + 40 + 5 = (324 + 100) + 20 + 5 = (177 + 100) + 20 + 2
= (441 + 40) + 5 = (424 + 20) + 5 = (277 + 20) + 2
= 481 + 5 = 444 + 5 = 297 + 2
= 486 = 449 = 299
141 324 177

+ 345 + 125 + 122
486 449 299
Ultimately, having worked through several examples in the class and seeing the links to
the base ten blocks, learners should understand the way in which the algorithms work for
three-digit numbers – where there is regrouping (or not). They should be able to explain to
you what they are doing, using the language of place value.
To summarise, you need to keep the following guidelines in mind when using the vertical
and horizontal algorithm.
To add using the vertical algorithm:

1. Write the two numbers you are adding underneath each other with the place values
aligned in vertical columns.
2. Start with the units digits. Add the units vertically (from top to bottom). Write the
answer in the units (U) column in the horizontal bar. If you get more than 10 units
when you add the two units digits, regroup, exchange and carry a ten to the tens
column.
3. Then add the tens digits. Write the answer in the tens (T) column in the horizontal
bar. If you get more than 10 tens when you add the two tens digits, regroup,
exchange and carry a hundred to the hundreds column.
4. Add the hundreds digits. Write the answer in the hundreds (H) column in the
horizontal bar.
To add using the horizontal algorithm:

1. Write out the two numbers you are adding, breaking down the numbers into
hundreds, tens and units.
2. Regroup the numbers so that you add the hundreds to each other, the tens together
and the units together.
3. Look at the answers you find for each group.
4. If you get more than 10 units when you add the two units digits, regroup, exchange
and carry a ten to the tens group.
5. If you get more than 10 tens when you add the two tens digits, regroup, exchange
and carry a hundred to the hundreds column.
6. Add all the grouped totals to find the final answer.
These skills can only be learnt through LOTS and LOTS of practice! Once learners have
mastered the skills to add numbers, let them use these skills to solve word problems. When

learners solve word problems, they should be allowed to use the strategy of their choice
to do the working for the calculations needed to find the solution to the problem.
2.2.14 Application of addition in word problems
Learners must be taught HOW to apply their addition skills to real life problems and be
able to solve word problems. Here is an example:
Mr Zo had 223 sheep. His neighbour has 191 sheep.

How many sheep do they have altogether?
To find out how many sheep Mr Zo and his neighbour have altogether, learners must add
223 to 191 using the horizontal or vertical algorithm.
Horizontal algorithm:
223 + 191
= (200 + 20 + 3) + (100 + 90 + 1)
= (200 + 100) + (20 + 90) + (3 + 1)
= 300 + 110 + 4
= (300 + 100) + 10 + 4
= 400 + 10 + 4
= 414
Note the small “1” showing
g
carrying
y g over ((trading)
adin of ten
tens = 1 hundred.d
d.
1
Vertical algorithm: 223
+ 191
414
Note that word problems or “story sums” must always be answered in words. Thus, the
answer is: Mr Zo and his neighbour have 414 sheep altogether.
120 minutes
36
3
Prepare yourself thoroughly so that you can actively participate in the group discussion
during the next student academic support session or in your own study group.
In your group, discuss the following:
x The relevant vocabulary relating to the operation of addition and how you will
introduce these to Foundation Phase learners;

x The importance of introducing algorithms for addition through multiple

representations with specific reference to how this will impact on learners’
understanding of addition; and
x The use of different algorithms for addition in the Foundation Phase and the
appropriateness thereof.
Present your own ideas and make notes of what you learn from others during the group
discussion. If required, go back to the previous section to substantiate your arguments.
In the next section, you will learn how to teach subtraction at the concrete, semi-concrete
and abstract levels. As with addition, you will be taken through the steps of HOW to teach
subtraction at the Foundation Phase level.
As you work through the theory and examples of how to teach subtraction, remember what
you have learned about the teaching of addition and think about ways in which these two
are related. The connectedness between the operations is always present, even if you do
not focus directly on it. Ultimately, you will draw together the two operations by highlighting
the inverse relationship between them.
SECTION 2: SUBTRACTION
1. INTRODUCTION
Subtraction is the process of taking something away. Subtraction can be thought of as

making a number smaller by taking away a part of the number. When you have a number
of objects, and you subtract (take away) an item from it, the number becomes smaller or
decreases. Subtraction is also a way in which we can find out the difference between two
numbers that we are comparing. If we subtract one number from the other number, we can
find out which number is bigger and by how much.
Many applications of subtraction can be found in real life. We need to understand how to
subtract to engage with society effectively, as we use subtraction when dealing with
money, cooking, travel and time, among many other daily experiences.
In this section, we will look at how to teach subtraction to Foundation Phase learners. This
will include the steps and methods to teach subtraction. Even though subtraction is being
dealt with in a separate section to addition, we encourage you throughout this section to
look for the relationships and links between addition and subtraction rather than viewing
them as two distinct number operations. The connection between addition and subtraction
should be taught to learners to enhance their understanding of both operations.

2. HOW TO TEACH SUBTRACTION
Subtraction means to make less, to decrease or to find the difference.
x Subtraction involves the removal of a part of a number and retaining the rest,
resulting in a decrease of the number.
x We use the “minus” sign (–) to show subtraction. For example:
9 – 3 = 6 or 9 – 6 = 3.
x Subtraction is NOT commutative, i.e. 9 – 3 is NOT equal to 3 – 9; therefore, the
order in which the numbers are subtracted is extremely important.
What are the important components you need to teach about SUBTRACTION?
x Count backwards in 1s, 2s, 5s and 10s (Grade 2) and 20s, 25s, 50s and 100s
(Grade 3).
x Subtract 2-digit numbers by using:
o the breaking down method; and
o vertical subtraction.
x Mental Mathematics for subtraction includes counting backwards, basic subtraction
facts, mental subtraction.
x The recommended number range for each grade is:
o Grade 1: Subtract from numbers up to 20;
o Grade 2: Subtract from numbers up to 99;
o Grade 3: Subtract from numbers up to 999.
The same progressive steps for introducing addition must be followed for subtraction. To
refresh your memory, let’s follow these steps to introduce subtraction.
2.1 Steps for introducing subtraction
Start with small numbers, between 0 and 5, then progress to numbers between 0 and 10
and finally, extend subtraction to the full number range required for the specific grade
according to CAPS. For the next example, use five counters to introduce the subtraction
at a concrete level: 5 – 3 = 2.
Step 1: The use of counters (concrete level)
Hand out five counters to your learners. Let them count the counters and say how many
counters there are. Then ask them to count out and take away three counters.

Learners must then say how many counters are left.
take away number left
5 2
3
Make a verbal statement such as: “You have five counters, you take away three and there
are two left over.” We can also say: “Five minus three equals two”.
At first, learners might need to work concretely and handle real objects, but as they gain
confidence and experience, they will want to find “shortcuts” to represent and record their
solutions. Some learners find drawings easier to work with than counters.
Step 2: The use of drawings (semi-concrete level)
On the semi-concrete-level, learners can make drawings to show: 5 – 3 = 2:
Draw five counters. Take away (scratch

Two are left.
out/delete) three.
Give learners many opportunities to use drawings or mixtures of words and symbols to
represent what they do and say and how they think. Learners should always be
encouraged to use the correct mathematical language to express their thoughts and
methods of solutions.
90 minutes
37
3
Read the following extract from Baroody (2010) Learning through
and then reflect on the idea of teaching addition and subtraction association: is how you
connect one idea to another
in a connected way to promote associative learning (learning to remember it.
through association).
Knowledge of addition combinations has long been thought to facilitate the

learning of subtraction combinations (e.g. 8 – 5 = ? can be answered by thinking
5 + ? = 8). Indeed, it follows from Siegler's (1987) model that an associative

facilitating effect should make the correct answer the most common response to
a subtraction combination, even in the earliest phase of mental-subtraction
development.
x How does knowledge of addition strategies facilitate the learning of subtraction

combinations?
x Were you always aware of this association when you were taught subtraction at
school?
Commentary:
Addition and subtraction are inversely related. If learners have a good understanding of
addition strategies, they can reverse their thinking of addition to solve subtraction
problems. Learners need to understand the concept of addition at a concrete level before
they can start to undo the addition and think of a difference rather than a sum.
If addition and subtraction strategies are not taught in a connected way, learners will not
be able to see the relationship between the two operations. They will simply solve each
number sentence separately without seeing the association, for example,
5 + 2 = ? will not be associated with the number sentence 7 – 5 = ?
Step 3: Introduce number symbols and operational signs (abstract level)
When you see that learners understand what they are doing, and they are confident with
the concept of subtraction, introduce the appropriate operational signs and number
symbols. Learners need to know how to record subtraction abstractly, using symbols.
We use the special mathematical sign to write “take away” or “minus”.
Take away; subtract; make less or

minus find the difference between.
Also, make sure that learners know the meaning and function of the equals sign (=).
Remind learners about the balancing of the scale idea that was used in Section 1 with
Addition. The left-hand side of the number sentence must give the same answer as the
right-hand side of the number sentence. By using the equals sign, you are implying that
you have checked that the left-hand side is equal to the right-hand side.
Equals; one side of the number sentence has the same number
= value as the other side: 5 – 3 = 2.

Let learners use their number symbol cards and the operational sign cards to form the sum
(number sentence) below.
5 3 = 2
Let them also read the sentence: “Five minus (or take away) three equals two”. This helps
you to see if they understand the abstract way of working mathematically. If they struggle
with the abstraction, it is best to go back to using concrete objects or pictures of objects
(semi-concrete).
To extend the activity, also let them reverse the order of the number to be subtracted, i.e.:
5 2 = 3
To reinforce the relationship between subtraction and addition, learners can use number
symbol cards and operational sign cards to show the inverse:
2 3 = 5
+
Writing down the number names is introduced later when learners can read and write.
2.2 Apply to real life situations
Introduce story sums so that they apply their understanding of subtraction to real life
situations. For the sum: 5 – 3 = 2, a story sum like the following can be presented:
Five learners are playing on the playground. Three of them return to class.
How many learners are left on the playground?
Always present the number sentences for the story sums, for example:
5−3=
Let learners determine the value of the to make the number sentence TRUE.

On a more advanced level, show learners a number sentence like the following and ask
them to make up their own story:
20 − 8 = 12
Ask learners questions like: What word problems can we solve using numbers written like
this (using subtraction)? Can you make up your own story for the number sentence?
Let learners make up stories to show their understanding of the number sentence. For
example: “I baked 20 cupcakes for my party. My friends ate 8. I have 12 left.” OR “I have
R8. I need R20 to buy a book, so I need R12 more.”
You will now learn about many practical ideas on HOW to teach subtraction using different
methods. You will notice that they are very closely related to the ways in which the teaching
of addition was presented in the previous section.
2.3 Methods for teaching subtraction
Throughout the year, learners need a variety of ways to practice and reinforce their
understanding of subtraction. In the next paragraphs, different methods and formats
suitable for subtractions will be given. The same methods used to teach addition can also
be used to teach subtraction. We will now give you some practical ideas to build on.
2.3.1 The use of concrete objects and models
1. The use of fingers and counters
Let learners use their fingers to show combinations of 5 and 10. When working with
10, let learners first show all their fingers (10). Then ask them to take away a specific
number, for example, “Take away 5 fingers. How many fingers are left?” Do this
with all the possible combinations of ten. Reinforce the concepts of subtracting (take
away, decrease, minus) as well as, “How many are left?” (The decreased total.)
“Ten fingers. Take away two. How many are left?”
Now hand out ten counters. Let learners show different combinations of ten with
their counters. Give learners instructions like: “Put all the counters in your one hand
(e.g. left hand). How many do you have altogether?” (10).
Take two counters with your other hand and put it behind your back. You took two
away from ten. How many do you have left in your left hand? Do this with all the
possible combinations of ten (or any other number).

2. The use of connecting cubes
To build learners’ understanding of subtraction as “finding the difference”, let

learners use connecting cubes to compare sets of quantities and the difference
between them. In the example below, eight cubes are used. Have learners make
two bars with their eight cubes. Discuss the difference between the two bars to
generate the third number.
difference
For example, if learners made a bar of 5 and a bar of 3 cubes, the difference is 2. It
is written as 5 – 3 = 2.
Encourage learners to make a drawing of their cubes showing the difference and
then to use the appropriate number symbols and signs to represent this in a number
sentence. (From the example we can also see that five is “greater than” or “more
than” two.)
3. The use of counting frames and other concrete LTSM
The abacus (counting frame) can also be used with success to help learners
understand the concept of subtraction. Let them move the beads on each row to
show different combinations of ten. Or let learners follow your instructions: “You
have ten beads in a row. Take away one (move one to the other side). How many
are left?”
Remember to include activities to subtract one and subtract zero. Once learners
mastered adding one and zero (0), they find it easy to learn the related subtraction
facts involving zero and one.
Once again, learners should notice that zero is also the identity element for
subtraction since zero subtracted from any number always results in the same
number that you started with. This property was already investigated with addition.

30 minutes
38
3
Reflect on the similarity between the methods for teaching subtraction and addition.
x What is the same?
x What is different?
2.3.2 Teach subtraction as “think addition”
For each addition basic fact, there is a related subtraction fact. “Think addition” is the most
important thinking strategy for learning and recalling subtraction facts. Encourage learners
to recognise, think about and use the relationship between addition and subtraction facts.
Do you still remember that subtraction is the inverse operation of addition?
The part-part-whole model can be used to think about the relationship between addition
and subtraction. The two parts that make up the whole can be found by “thinking
subtraction”. This works because of the inverse relationship between addition and
subtraction.
Whole
Part Part
Consider the following:

40 – 25 =
40 (Whole)
(Part) 25 (Part)
40 – 15 =
40 (Whole)
15 (Part) (Part)
Learners can find the answers to subtraction facts by thinking about missing addends, for
example:
6 + = 14
14 − 6 = Think addition: 6 + 8 = 14
So, 14 − 6 = 8

Even if you do not teach addition and subtraction at the same time, the relationship
between addition and subtraction must always be pointed out to learners.
2.3.3 Written exercises
When designing written activities for learners, change the position of the unknown and
provide varied types of problems.
Consider the following possibilities for subtraction:
x Result unknown: 40 – 25 =
x Start unknown: – 25 = 15
x Change unknown: 40 – = 15
x Repeated subtraction: 40 – 5 – 5 – 5 – 5 – 5 – 5 – 5 =
x Multiple subtraction: 40 – 9 – 5 – 4 – 2 =
x Multiple operations (addition and subtraction): 40 + 10 – 5 – 3 + 2 =
As with addition, mental mathematics activities are particularly good practice for learners
and should be done regularly. Here is an example of such an activity. You could design
many activities like this one to give your learners many opportunities to become fluent in
doing subtraction.
Calculate the following: Answer
1. 73 – 10 = 63
2. 173 – 10 = 163
3. 86 – 10 = 76
4. 286 – 10 = 276
5. 71 – 10 = 61
6. 571 – 100 = 471
7. 587 – 100 = 487
8. 587 – 300 = 287
9. 587 – 500 = 87
10. 587 – 87 = 500

60 minutes
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3
What mental strategies are being consolidated in the mental mathematics activity above?
How could you vary the mental maths table to consolidate other subtraction skills?
Commentary:
Subtraction of 10 and subtraction of 100 are being consolidated.
You could design other mental maths activities to consolidate subtraction of multiples of
10 or 100, or subtraction resulting in a round number, and so on.
Examples of other mental maths tables to consolidate other skills:
Subtraction of multiples of 10 and 100: Subtraction that results in a round number:
Calculate the following: Answer Calculate the following: Answer
1. 73 – 30 = 43 1. 73 – 3 = 70
2. 173 – 30 = 143 2. 173 – 73 = 100
3. 86 – 30 = 56 3. 86 – 6 = 80
4. 286 – 30 = 256 4. 286 – 86 = 200
5. 71 – 30 = 41 5. 71 – 1 = 70
6. 571 – 200 = 371 6. 571 – 71 = 500
7. 587 – 200 = 387 7. 587 – 87 = 500
8. 687 – 200 = 487 8. 545 – 45 = 500
9. 487 – 200 = 287 9. 529 – 29 = 500
10. 597 – 200 = 377 10. 507 – 7 = 500
The exposure to more types of different subtraction problems will deepen your learners’
understanding of subtraction.
2.3.4 Subtract by using the breaking down method
As with addition, learners must be able to use the breaking down method for subtraction.
Let learners explore different ways of building up and breaking down numbers. This is
beyond the scope of the Grade 1 curriculum, but examples for Grade 2 and Grade 3 using

both the horizontal and vertical breaking down methods for subtraction are provided below,
to show the links between these methods.
Example for Grade 2:
Subtraction using the breaking down Writing this in vertical format, prepares
method: 16 12 learners for the formal vertical
algorithm/method.
16 – 12 = 10 + 6 – 10 – 2
10 + 6
Subtract units: 6 – 2 = 4 – 10 − 2
Subtract tens: 10 – 10 = 0_ 0+ 4=4
Then: 16 – 12 = 4
Examples for Grade 3:
Example 1: Subtract using the breaking down method without regrouping:
Calculate 476 – 343
Horizontal method:
476 − 343 = 400 + 70 + 60 – (300 + 40 + 3)
= 400 + 70 + 60 – 300 − 40 − 3
= 400 − 300 + 70 − 40 + 6 − 3
= 100 + 30 + 3
= 133
Vertical method:
Subtract units 6−3 = 3 400 + 70 + 6
Subtract tens 70 − 40 = 30 OR − 300 − 40 − 3
Subtract hundreds 400 − 300 = 100 100 + 30 + 3 = 133
Then 476 − 343 = 133
Example 2: Subtract using the breaking down method with regrouping:
Calculate 765 – 549
We cannot subtract 9 units from 5 units because we do NOT have enough units.
Break down 765 into 700 + 50 + 15 (break down 1 ten in 10 units)

Then:
15 − 9=6
and 50 − 40 = 10
and 700 − 500 = 200
This means 765 − 549 = 216
Example 3: Subtract by breaking down the second number.
Do the following example on the board. In this example, you first take away the hundreds,
then the tens and then the units.
889 − 137 =
= 889 − (100 + 30 + 7)
= (889 − 100) − (30 + 7)
= (789 − 30) − 7
= 759 − 7
= 752
30 minutes
40
4
Reflect on the way that you were taught to subtract when you were at school. Was it
similar to the methods that have just been discussed? Do you remember only the steps
or also the reasoning behind? How important is it to know the reasoning behind?
When learners fully understand the horizontal breaking down method, they are ready to
progress to the vertical subtraction method.
2.3.5 Vertical subtraction
Vertical subtraction is a method of subtraction where the digits are, like with the vertical
addition method, written underneath each other and you subtract in vertical (from the top
to the bottom) columns. Place value is again important, and it is a good idea to write both
numbers in a place value table before you start.
Just like with the addition algorithm, you must link the vertical algorithm to concrete
demonstrations that will help learners understand the written method by following the
concrete demonstration.
When you start with vertical subtraction, let learners first subtract a few one-digit numbers,
then two-digit numbers, then three-digit numbers. You might move fast from one to
two-digit numbers, but when you get to three-digit numbers, you will have to spend more
time to make sure that your learners are with you every step of the way!

Start with subtraction calculations where no regrouping, trading or “borrowing” needs to be

done. Then do subtraction with regrouping of tens, then hundreds.
Examples appropriate for Grade 3:
Subtracting a one-digit Subtracting a two-digit Subtracting a three-digit

number number number
498 498 498

− 5 − 65 −265
Here is an example showing base ten blocks and linking it to the vertical algorithm, where
regrouping is necessary:
323 – 115 = __
Lay out the base ten blocks to show the number 323 = 300 + 20 + 3:
Record the two numbers in the vertical algorithm.
323
− 115
Start working in the units column:

I want to subtract (take away) 5 units from 3 units – I can’t do it.
I, therefore, need to exchange (do you still remember the trading rules discussed in Unit 1
– revise this section if you are not sure):
Lay out the base ten blocks to show the number 323 as 300 + 10 + 10 + 3:

Exchange the one ten for ten units, so that you can do the subtraction in the units column:
The working to show this is shown in the algorithm box.

The display you now have is 300 + 10 + 13, and you can subtract the units:
1 1
323
− 115
____
13 units minus 5 units gives you 8 units. The tens and hundreds remain.
1 1
323
− 115
8
You now need to take away 1 ten from 1 ten, which gives you 0 tens, the units and
hundreds remain.
1 1
323
− 115
08

Finally, you take away 1 hundred from 3 hundreds, which gives you 2 hundreds, the units
remain.
1 1
323
− 115
208
Before you start to subtract, make sure that the place value columns are vertically
aligned. In other words, the units digits are in one column underneath each other, the tens
digits are in one column underneath each other, the hundreds digits are in one column
underneath each other, etc.
In vertical subtraction, like with vertical addition, calculations always start from the
right-hand side. In other words, you first subtract the units digits, then the tens digits, then
the hundreds digits, etc.
If you allow learners to work with base ten blocks while they record numeric calculations,
they will understand what is involved in the exchanging required to enable subtraction
when the exchange is needed. This will help with whichever algorithm they use: vertical or
horizontal.
2.3.6 Multiple operations: Addition and subtraction
For written work, multiple operations including addition and subtraction must adhere to
certain rules. Refer to B-FMA 110 for a discussion on the order of operations.
Order of operation rules:

1. Brackets keep numbers together, and the operation within the brackets should always
be done first.
2. Complete the addition and subtraction in the order it appears from left to right.
[You will learn again about the order of operations in Mathematics Teaching in the
Foundation Phase 2 (F-MAT 312).]
Look at the following examples to see HOW the rules are followed.
Do brackets first:
6 + 3 – (5 + 3) = means 6 + 3 – 8 =

Then complete the addition and subtraction in the order it appears:

6+3–8
=9–8
=1
If there are no brackets, complete the operations (addition and subtraction) in order from
left to right:
6 + 3 – 5 + 3 = means 6 + 3 – 5 + 3 = 7
Did you notice that with the brackets the answer is different?
60 minutes
41
Apply the order of operation rules to prepare a memorandum for the following Grade 2
test.
Test: Addition and Subtraction Grade 2
Complete the following:
a. 17 – 3 + 5 + 2 =
b. 17 – (3 + 5 + 2) =
c. 10 + 4 – 5 – 2 =
d. 10 + 4 – (5 – 2) =
e. 20 – 10 – 8 + 2 =
f. (20 – 10) – (8 + 2) =
g. 7 + 4 – 2 – 9 =
h. 7 + (4 – 2) – 9 =
Commentary:
Using the order of operation rules, work from left to right if there are no brackets. If there
are brackets, then calculate the brackets first before working from left to right.
a. 17 – 3 + 5 + 2 = 21
b. 17 – (3 + 5 + 2) = 17 – 10 = 7
c. 10 + 4 – 5 – 2 = 7
d. 10 + 4 – (5 – 2) = 14 – 3 = 11
e. 20 – 10 – 8 + 2 = 4
f. (20 – 10) – (8 + 2) = 10 – 10 = 0
g. 7 + 4 – 2 – 9 = 0
h. 7 + (4 – 2) – 9 = 7 + 2 – 9 = 0
You need to be sure that as a teacher you fully understand and can apply the correct
order of operations when doing calculations with multiple operations!

Do not underestimate the use of a number line when solving problems involving both
addition and subtraction. Draw, for example, a 0 to 20 number line on the chalkboard and
show learners how it can be used to solve problems such as 9 + 2 – 4 + 5 or
20 – 6 + 3 – 5 – 2.
Also, expose learners to solving word problems involving addition and subtraction. For
example:
Mr Thlapi had 250 sheep. He sold 80 sheep to his neighbour. He then bought another 30 sheep.
How many sheep does Mr Thlapi now have?
To facilitate the solving of word problems, it is suggested that you scaffold the story sum
by asking questions such as:
1. What is the question? (E.g. How many sheep does Mr Thlapi now have?)
2. What are the numbers involved in the problem? (250, 80 and 30)
3. What are the operations that need to be performed? Or, “What should I do with the
given numbers to solve the problem?” (80 should be subtracted from 250; sheep are
taken away when sold. Then 30 should be added to the answer (170) when sheep
are bought.)
120 minutes
42
The following two word problems were given to Grade 3 learners to solve:
a) Mary has R180. She buys a book for R78. How much change does she get?
b) Sihle had 120 marbles. During a game, he lost 25 marbles. In the next game, he
won another 65 marbles. How many marbles does he have now?
1. Describe how you will support the learners to solve each of the two problems. In your
description:
x Reflect how you will facilitate the solving of each problem through scaffolding.
x Show how a number line can be used to solve each problem.
x Write a number sentence to show the solution to each problem.
2. Discuss how you will provide additional support to a learner who still struggles to
solve the second problem.
3. How will you change the two word problems to be appropriate for Grade 2 learners?
Commentary:
The main thing to remember when you find learners having difficulty doing addition or
subtraction is to help them to make the connection between what is required of them to
solve the problem. For example: Do I need to find a total amount by combining? (Should

I add?) Do I need to find a difference between two given amounts? (Should I subtract?)
How will I perform the required operation? What processes will I use?
First problem:
Ask: What is the question? (How much change does she get?) What is the operation?
(Subtraction). What are the numbers? (R180 and R78).
Show how a number line could be used to solve this problem.
Thinking addition.
78 +20 +80
+2
80 100 180
-8
-70
Counting
backwards.
Thinking addition:
By using counting-on on the number line, we first need to look for ways to work with
multiples of 10 or 100. Starting at 78, to find the next multiple of 10, which is 80, we add
2, and then to get us to the next hundred, which is 100, we add 20. Now, to get to R180,
we need to add another 80.
Subtraction by counting backwards:

Start at 180 and count backwards in tens up to 110. Seven times ten equals 70. You still
need to subtract 8 (78 – 70 = 8). Subtract 8 from 110 get you to 102.
Mary will get: R180 – R70 – R 8 = R102 change.
Second problem:
Ask: What is the question? (How many marbles does Sihle have?) What is the operation?
(Subtraction and addition). What are the numbers? (120, 25 and 65)
Show how a number line could be used to solve this problem.

2. Addition
95
0 30 60 90 120 150 160

1. Subtraction

Sihle has 120 marbles, therefore, start at 120 on the number line. He lost 25 marbles,
which means his marbles will become less. Therefore, 25 should be subtracted from 120.
Do this by counting backwards in tens up to 100. Two times ten equals 20. You still need
to subtract 5. Subtracting 5 from 100 get you to 95. When Sihle won 65 marbles, it implies
that his marbles will increase. Therefore, 65 should be added to 95. Now, start at 95 to
find the next multiple of 10, which is 100, we need to add 5. Add the remaining 60 by
counting forwards in 10s. This will bring you to 160.
Sihle has: 120 – 25 + 65 = 160 marbles.
The learner who struggles with solving the problem on the semi-concrete level (number
line) needs to be taken back to the concrete level. Dienes blocks can be used to support
the learner to promote the learner’s understanding. In your discussion, you should
indicate how you will use the Dienes blocks.
Consider the recommended number range for Grade 2 (subtract from numbers up to 99)
and change the problems accordingly.
In the next section, you will be studying the inverse relationship between addition and
subtraction more closely and think about how to use this in your teaching of these additive
operations.
SECTION 3: ADDITION AND SUBTRACTION −

INVERSE OPERATIONS
1. INTRODUCTION
Addition and subtraction are often taught as two different operations. In this way of
teaching, the focus is often on teaching algorithms and not on the understanding of these
basic operations and how they relate to each other. Young learners come to school with
some understanding of addition as an act of putting things together (join) and subtraction
as separating or taking away something.
When given two sets of tasks such as 5 + 8 = 13 and 13 – 5 = ?, it is often not easy for
young learners to recognise that they could use the addition equation provided to
determine the answer to the subtraction task 13 – 5 = □. Thus, the problem can be solved
by translating it into an addition expression 5 + □ = 13. The relationship between addition
and subtraction is not obvious to young learners. This relationship links to the part-part-
whole model that you have read about earlier in this module.
Relational thinking about addition and subtraction enables learners to draw on their
knowledge of one operation to solve a problem relating to the other operation. Mastering
the inverse relationship between addition and subtraction result in learners being able to
quickly and accurately produce a solution to a task without reliance on unitary counting to
produce the answer. This shows their fluency of operational skills.
Teaching addition and subtraction separately hides the internal connectedness of these
basic operations. In this section of work, addition and subtraction will be treated together
to emphasise the inverse relationship of these operations. There will be times when you
teach the two operations separately, but if you show learners the connections between
them, you will help them to understand these two operations better.
We will now explore how the inverse relationship between addition and subtraction can be
taught to Foundation Phase learners.
Extract:
“Children's relational knowledge of addition and subtraction (Baroody,

2010)
Knowledge of addition combinations has long been thought to facilitate the
learning of subtraction combinations (e.g. 8 – 5 = ? can be answered by thinking
5 + ? = 8). Indeed, it follows from Siegler's (1987) model that an associative
facilitating effect should make the correct answer the most common response to
a subtraction combination, even in the earliest phase of mental-subtraction
development.
Children in the initial or early phase of development were examined in 2 studies.

Study 1 involved 25 kindergartners and 15 first graders in a gifted program.
Study 2 involved 21 first graders in a regular program. Participants were
presented with pairs of items, such as 4 + 5 = 9 and 9 – 4 = ?, and asked if the
first item helped them to answer the second. Many participants, particularly the
less developmentally advanced ones, did not recognise they could use a related
addition equation to determine a difference. Study 2 participants were also
administered a subtraction timed test.
Contrary to Siegler's model, developmentally less advanced children responded

with the correct difference infrequently on nearly all items, and even
developmentally advanced children did so on more difficult items. The results of
both studies are consistent with earlier findings that suggested the
complementary relation between addition and subtraction is not obvious to
children. They further indicate that an understanding of the complementary
relation is not an all-or-nothing phenomenon. It often develops first with
subtraction combinations related to the addition doubles, apparently because
such addition combinations are memorised relatively early.
Ready facility with related addition combinations might make it more likely that
children will connect their knowledge of subtraction to their existing intuitive
knowledge of part-whole relations. This process could also account for why
Study 2 participants were able to master subtraction complements without
computational practice.”
Baroody, A. (2010). Children's relational knowledge of addition and subtraction.
Cognition and Instruction, 17(2), pp. 137-175.
120 minutes
43
1. What was the purpose of this study?
2. What were the findings of the study?
3. In the two studies mentioned, why do you believe that many participants,
particularly the less developmentally advanced ones, did not recognise that they
could use a related addition equation to determine a difference?
4. How would you ensure that your learners understand the relationship between the
pair of items: 4 + 5 = 9 and 9 – 4 = ?
Commentary:
The purpose of the study was to find out if the learning of addition and subtraction as
inverse operations is linked to a learner’s developmental stage. It is interesting to recall
at this point the previous aspects of development discussed in this module. Think back
to Piaget and the concept of reversibility. Learners in the Foundation Phase are still
discovering and acquiring the concept of reversibility. Therefore, learning that
subtraction “undoes” addition is intricately linked to the concept of reversibility.
The findings of this study support this claim that the link between addition and
subtraction is not obvious to learners. The acquisition of the knowledge is linked to both
the learner’s developmental stage as well as direct teaching from a teacher.
The learners did not recognise the relationship, as they did not have a conceptual
understanding of addition and subtraction. They could have been exposed to these
types of expressions too early before the operations of addition and subtraction had
been concretised with sufficient practice with concrete objects. If these operations had
been introduced formally on an abstract level, there would be no connection between
the “+” and “−” symbols. The learners would simply see them as symbols and not really
understand the role that each symbol plays in each of the expressions.
It is critical to expose Foundation Phase learners to many concrete activities involving

addition and subtraction by counting physical objects. Once the learners have a
meaningful understanding of the operations and have had enough practice to verbally
express, using mathematical language, what each expression represents, they can
proceed to the next levels of semi-concrete and abstract activities. In these activities,
learners can discover how the two expressions are related by using numbers and
symbols. If learners are not exposed to the varying levels of abstraction, they will never
be able to assimilate that the equation involving subtraction is just another form of writing
the equation involving addition.

2. INVERSE RELATIONSHIPS
A number fact is made up of three numbers. These three numbers can be used to create
other number facts. Knowing one fact can help learners with other facts. Look at the
number facts that can be created with the numbers 3, 4, and 7.
Addition Facts Subtraction Facts
3+4=7 7−3=4
4+3=7 7−4=3
In general, learners find it more difficult to understand and grasp subtraction facts than
addition facts. A way to assist learners in this is, for example, if a learner knows that
6 + 9 = 15, and he or she sees the subtraction sentence 15 – 9 = __, the learner can think,
9 and “what” are 15? Or, in other words: What can I add to 9 to get 15?
Learners should be encouraged to think of the related addition fact when encountering an
unknown subtraction fact. Learners often find themselves either counting on or counting
back to solve subtraction, and that is inefficient. If learners learn the important inverse
relationship between addition and subtraction, subtraction facts will become much easier.
As you work with learners, use questions that encourage this strategy of the inverse
relationship between addition and subtraction.
3. METHODS FOR TEACHING INVERSE RELATIONSHIPS
The keywords that you need to include in your teaching of inverses relating to addition and
subtraction are: Add, Sum, Subtract, Difference, Undo, and Inverse Operations.
3.1 Start with addition

3 + 4 = 7 and 7 − 4 = 3 (Tell the story as you model with unifix cubes. Then write the
equations.)

Her mom gives her

Maria has 4 more carrots.
3 carrots.
“Put together”
3 4
How many carrots
does she have now?
Maria has 7 carrots

7 altogether.
3+4=7
Now, let’s look at the inverse of this story.
Maria has 7 Her mom asks her to

carrots. give 4 carrots back.
How many carrots “Take away”

are left? 7
Maria has 3
3 4
carrots left.
7−4=3
First, we added, then we “undid” our adding when we subtracted. Now, we have the same
number we started with.
We can show this also using an open number line. (Retell the story as you record the hops
on the number line.)

+4 33 +
+44 == 77
3 7
−4
77 –
− 44 == 33
3 7
So, when we add we can undo subtraction, and when we subtract, we can undo addition.
Mathematicians say it this way: Subtraction is the inverse operation of addition. That
means they are opposites; they “undo” each other.
60 minutes
44
Using the number sentences 5 + 3 = 8 and 8 – 3 = 5, do the following:
1. Write your related word problems (stories) for these number sentences.
2. Show how you would teach’ your learners the inverse relationship between the two
given number sentences, making use of concrete and semi-concrete aids.
Commentary:
You could make up any stories to fit the number sentences. Use a context known to
learners for this.
In your explanation, remember to remind learners that addition and subtraction undo
each other. On the concrete level, you can use Unifix cubes or any other appropriate
concrete objects. Learners should be allowed to work with real objects, count them
together and take them away, according to the question. On the semi-concrete level,
represent this on a number line. Although this will help learners to understand the
inverse relation on a more abstract level, the plotted numbers on the number line are
still allowing learners to count on or visualise the operation they are doing.

3.2 Start with subtraction

This time we’re going to subtract first and see what we get when we add back the
subtracted amount. Consider the following example:
Jane has 9 bracelets. She gave 5 bracelets to her friend. How many does she have now?
Now, we start by taking away instead of putting together as in the first example:
9 – 5 = 4; Jane has 4 bracelets left.
Let’s see what happens if her friend gives the 5 bracelets back:
4+5=9
First, we subtracted 5 from 9, and we got 4. Then we added the 5 returned bracelets to the
remaining 4, and we got 9 again. We added to undo the subtraction.
So, the inverse operation is true even when you start with subtraction. If you add back the
number you just subtracted, you’ll get back to the number you started with.
60 minutes
45
Illustrate the inverse relation by drawing Unifix cube and number line representations
to match the stories and number sentences above. Start with subtraction this time to
show how addition “undoes” subtraction.
Commentary:
You should draw these representations clearly, like the ones given in the first part (start
with addition) of the discussion.
Another way of teaching addition and subtraction as inverse operations is to use the idea
of a fact family.
3.3 Use fact families

Explain that a fact family is not a real family, but that the facts are related like people are
related; therefore, they have been given the name family. First, write two addition facts on
the chalkboard, e.g. 3 + 2 = 5 and 2 + 3 = 5. Ask your learners: “Do you see anything the
same about the two facts?” Prompt them to realise that the numbers in the two number
sentences are the same.
Tell them: “Now, I am going to write down two related facts.” Write 5 – 2 = 3 and
5 – 3 = 2 on the chalkboard. Ask, “What is the same about the four facts?” Prompt learners

to use the same numbers. “Do you see anything different about these four facts?” Prompt
learners to respond that the new facts are subtraction facts and the largest number comes
first in both facts, while the first two facts are addition facts, and the largest number comes
last in both facts. Tell learners that these four facts make up a fact family.
Take time to discuss other fact families with the learners. Then, write 3 + 3 = 6 on the
chalkboard. Ask if it has another addition fact. Elicit (point out) that it does not because
3 + 3 turned around would be 3 + 3. Ask if any learner can tell you what the related
subtraction fact might be (6 – 3 = 3).
Discuss other doubles and why there is only one addition and one subtraction fact in fact
families that have doubles.
60 minutes
46
4
Do you think the idea of a “fact family” is a worthwhile number concept to learn about?
Motivate your thinking by explaining how knowing one fact (e.g. 4 + 2 = 6) helps/does
not help learners to find the rest of the facts in the family.
Now that you came to the end of Unit 2, do the following review activity.
120 minutes
47
Read the following statement and complete the questions:
To promote learners’ understanding of addition and subtraction as inverse

operations, it is recommended that addition and subtraction should be
taught in a connected way to promote learning through association.
1. Use the context-free problems, 322 + 489 = and 811 − 489 = to illustrate
how you will teach addition and subtraction in a connected way to promote Grade 3
learners’ understanding of the inverse relationship through associative learning.
In your illustration, clearly show how you will use multiple representations (concrete,
semi-concrete and abstract) for the development of appropriate concepts and
algorithms for addition and subtraction.
2. Explain how this approach will not only help learners to understand addition and
subtraction but also help them to recognise the relationship between the two
operations. Also, indicate the significance of understanding this inverse relationship
in subtraction calculations.

3. Describe how you will revise the relevant vocabulary related to addition and
subtraction during this approach.
4. One of your learners did the following calculation: 811 – 489 and got 478 as an
answer.
x Identify the misconception in the subtraction calculation.
x Explain how you will support the learner to correct his/her conceptual error.
Commentary:
In the last question, you may have noted that the learner subtracted the units of the first
number from the second number. Also, the tens from the first number was subtracted
from the second number. This is a conceptual error, as the second number needs to be
subtracted from the first number. Working with subtraction as expanded notation and
then with the short method (algorithm) in the vertical format can assist the learner to
identify the mistake and correct the conceptual error.
In this Unit, you learnt how to use the correct vocabulary for addition and subtraction and
how to identify the different situations for addition and subtraction, respectively. The unit
also focused on using multiple representations for conceptual development of addition and
subtraction and how to use the algorithms for each. The role of the two operations in
problem-solving was also discussed, as well as the inverse relationship between addition
and subtraction and how to teach this to learners.
Reflect on what you have learnt by completing the self-assessment activity. If your answer
is UNSURE or NO on any of the concepts, go back to the relevant sections to study it
again.
90 minutes
48
If your answer is UNSURE or NO on any of the criteria, go back to the relevant section
to study it again.
Self-assessment activity: Unit 2
Now that I have worked through this unit, I YES UNSURE NO

can:
Explain why it is important to use the correct
vocabulary relating to addition and subtraction.
Identify the different situations for teaching
addition and subtraction, respectively.

Demonstrate the use of multiple representations

for the conceptual development of the concept of
Teach and assess the use of algorithms for
Discuss the role of problem-solving using addition
and subtraction.
Explain the inverse relationship between addition
and subtraction.
Use knowledge and understanding to teach
learners about addition and subtraction as
inverse operations.
Identify probable misconceptions and assist
learners to correct conceptual errors.
You have come to the end of this module. We trust that you will use the knowledge that
you have acquired from this module to get you started to become a responsive and
effective mathematics teacher. Furthermore, that you will also create engaging
environments that will promote meaningful and deep learning for your learners. The focus
of the next module will be multiplicative reasoning, fractions, multiple operations and
mental mathematics. We wish you all the best in your journey to become an inspiring and
successful mathematics teacher!

REFERENCES
Baroody, A. (2010). Children's relational knowledge of addition and subtraction.
Cognition and Instruction, 17(2), pp. 137-175.
Broadbent, A. (2004). Understanding place-value – a case study of the base ten game.
Australian Primary Mathematics Classroom, 9(4), pp. 45-46.
Clipartkey. (2019). Clipartkey. [Online], Available at:

https://www.clipartkey.com/view/ihwRmTR_cute-frog-clipart/ [accessed, 18 May 2020].
Clker.com. (2018). Clker.com. [Online], Available at: http://www.clker.com/clipart-

622964.html# [accessed, 18 May 2020].
Department of Basic Education. (2011). Curriculum and Assessment Policy Statement.

Mathematics: Grades 1 – 3. Government Printing: South Africa.
Department of Higher Education and Training. (2015). Revised policy on the minimum
requirements for teacher education qualifications. Government Gazette, 596 (38487).
Freesvg.org. (2013). Freesvg.org. [Online], Available at: https://freesvg.org/boy-face-

cartoon-vector [accessed, 18 May 2020].
Freesvg.org. (2015). Freesvg.org. [Online], Available at: https://freesvg.org/smiling-face-

of-a-child-vector-drawing [accessed, 18 May 2020].
Gifford, S. (2005). Teaching Mathematics 3-5 : Developing Learning in the Foundation

Stage. Maidenhead: McGraw-Hill Education. (Chapter 8).
Herholdt, R. & Sapire, I. (2014). An error analysis in the early grades mathematics – a
learning opportunity? South African Journal of Childhood Education, 2014(1),
pp. 42-60.
Jess. (2006). flickr. [Online], Available at:

https://www.flickr.com/photos/49744078@N00/274772850 [accessed, 16 May 2020].
Kenrick, N. (2011). flickr. [Online], Available at:

Krebs, D. (2013). flickr. [Online], Available

at:https://www.flickr.com/photos/mrsdkrebs/9718252755 [accessed, 18 May 2020].

Lam, W. (2016). Flickr. [Online], Available at:

https://www.flickr.com/photos/85567416@N03/26899145485 [accessed, 18 May
2020].
Modlin, D. (2006). Modlin Dictionaries: Maths Grade 7-9. Modlin e-Learning (Pty) Ltd.
Naudé, M. & Meier, C. (Eds.). (2014). Teaching foundation phase mathematics. Pretoria:
Van Schaik.
Needpix.com. [n.d.]. Needpix.com. [Online], Available at:

https://www.needpix.com/photo/837546/smiley-face-smile-happy-free-pictures-free-
photos-free-images-royalty-free [accessed, 18 May 2020].
Pxfuel.com. [n.d.]. Pxfuel.com. [Online], Available at: https://www.pxfuel.com/en/free-

photo-odljo [accessed, 18 May 2020].
Skelton, C. (2014). Teaching strategies for mental mathematics (Foundation Phase). In:
Proceedings of the 20th annual national congress of the Association for Mathematics
Education of South Africa (AMESA). [Online], Available at:
http://www.amesa.org.za/AMESA2014/Proceedings/index.html [accessed, 2 April 2020].
The Yellow Peace. (2009). flickr. [Online], Available at:

Van de Walle, J.A., Lovin, L.H., Karp, K.S. & Bay-Williams J.M. (2014). Teaching
student-centered mathematics: Developmentally appropriate instruction for Grades Pre-
K-2. Boston: Pearson.
Van de Walle, J.A., Karp, K.S. & Bay-Williams J.M. (2010). Elementary and middle
school mathematics: Teaching developmentally. 7th ed. Boston: Pearson.
Webstockreview.net. [n.d.]. Webstockreview.net. [Online], Available at:

https://webstockreview.net/image/back-clipart-hand/244992.html [accessed, 18 May
2020].

ADDENDUM A: NUMBER EXPANSION CARDS

0
0
9
5
0
0
0
8
0
0
0
0
0
7
4
9
3
6
9
6
0
0
0
0
0
5
3
8
0
0
0
4
0
0
2
5
8
3
2
7
0
0
0
2
0
0
0
0
0
1
1
6
1
4
7

ADDENDUM B: 100S CHART
1 2 3 4 5 6 7 8 9 10
11 12 13 14 15 16 17 18 19 20
21 22 23 24 25 26 27 28 29 30
31 32 33 34 35 36 37 38 39 40
41 42 43 44 45 46 47 48 49 50
51 52 53 54 55 56 57 58 59 60
61 62 63 64 65 66 67 68 69 70
71 72 73 74 75 76 77 78 79 80
81 82 83 84 85 86 87 88 89 90
91 92 93 94 95 96 97 98 99 100

ADDENDUM C: LESSON PLAN TEMPLATE

GRADES R, 1, 2 and 3 LESSON PLANNING FORM
NAME: STUDENT NO.
1. SUBJECT e.g. English HL 2. KNOWLEDGE/CONTENT AREA e.g. Phonics
1.2 DATE 3. THEME e.g. Healthy living, My body etc.

y y y y m m d d
2 0 - -
1.3 GRADE 4. TYPE of LESSON / LESSON FOCUS

(Mark the grade you will be teaching with an X) e.g. Outdoor lesson, group work, class work etc.
R 1 2 3
PLEASE NOTE THAT THIS LESSON PLANNING TEMPLATE IS AVAILABLE IN ELECTRONIC

FORMAT ON MySANTS
5. NCS AIMS/General aims (tick boxes)

Learners are able to:
Identify and solve problems and make decisions using critical and creative thinking.
Work effectively with others as members of a team, group, organisation and community.
Organise and manage themselves and their activities responsibly and effectively.
Collect, analyse, organise and critically evaluate information.
Communicate effectively using visual, symbolic and/or language skills in various modes.
Use science and technology effectively and critically showing responsibility towards the
environment and the health of others.
Demonstrate an understanding of the world as a set of related systems by recognising that
problem-solving contexts do not exist in isolation.
6. SUMMARY OF THE CONTENT TO COVER IN THIS LESSON

(Briefly summarise the content that you will be presenting in this lesson.)
7. LESSON OBJECTIVE(S):
7.1 PRE-KNOWLEDGE
(Write down learners’ existing knowledge, skills and values.)
At the start of this lesson the learners should already know… and can do…

7.2 CONCEPTS and NEW KNOWLEDGE

(Write down the new knowledge, skills and values that you are going to teach taking INTEGRATION into consideration.)
Language: English (HL/FAL) Mathematics Life Skills
7.3 LESSON OBJECTIVES

(In your own words, write the lesson objectives based on the general and specific aims from CAPS.)
By the end of the lesson the learners should be able to…
7.4 FUTURE LEARNING

(Briefly describe what the learners will learn in the lesson that follows this one)
7.5 DIFFERENTIATION
(Briefly describe how you will present this lesson taking the following aspects into consideration)
Learner support Enrichment activities Concerns

(Indicate what measures are in place (Indicate what measures are in place (e.g. Loadshedding – won’t be able to
for learners who grasped concepts for learners who struggle to grasp the listen to audio book. Will have to read
quickly. How will you challenge them concepts. How will you support them story instead, using instruments for
and keep them from getting bored?) and keep them from getting negative sound effects.)
and frustrated?)
8. LESSON PHASES:
8.1 INTRODUCTION OF THE LESSON 8.1.1 Time allocated:

(Give a detailed description of how you plan to begin your lesson by explaining: you
will greet the learners, set the atmosphere for the lesson, awaken the learners’ prior
knowledge, and create a link between what they already know to the new knowledge
that you will be presenting. Also explain how the THEME you selected in 3 above will 8.1.2 LTSM:
help you do this.): (Describe the resources and media
you will be using in the introduction
phase of the lesson)

8.2.1 Time allocated:

8.2 DEVELOPMENT – PRESENTING THE NEW KNOWLEDGE
(Give a detailed description of WHAT content you will be presenting (selected in 7.2),
HOW you will present it, and WHAT ACTIVITIES THE LEARNERS WILL BE DOING.):
8.2.2 LTSM:
(Describe the resources and media
you will be using in the
development phase of the lesson)
8.3 CONSOLIDATION 8.3.1 Time allocated:

(Give a detailed description of how you plan to end the lesson by explaining how you
will consolidate the new knowledge, incorporate assessment of the objectives and
wrap up. If applicable, mention here any HOMEWORK/FUNWORK that you will give
the learners.): 8.3.2 LTSM:
(Describe the resources and media
you will be using in the
consolidation phase of the lesson)
9. ASSESSMENT
At the end of the lesson, I will assess whether the learners have achieved the objectives in the following ways (tick the
appropriate blocks):
9.1 FORMS OF ASSESSMENT:
Written work (drawings, painting etc.)

Demonstrations (performing actions, experiments etc.)
Performances (answers questions, making a speech, presenting a poem, reading aloud, role play, dialogue)
Models (artwork, constructions, collages etc.)
Assessment strategy Assessor Assessment instrument

Observation Teacher Checklist
Listening Self Assessment scale
Reading Peer Analytical rubric
Interpreting Holistic rubric
Reviewing
Questioning
Writing
10. REFLECTION
Briefly reflect on your lesson by discussing its strengths (what went well), its weaknesses (what did not work), what did you
find challenging, if the lesson objectives were met and what would you improve if you had to teach this lesson again. Use the
following questions to guide your reflection:
x Describe aspects of your lesson that worked really well.

x Which areas of your lesson did not go according to plan? Explain why you think this may have happened.
x Look again at your lesson objectives. Did you meet them? Why/why not?
x What did you learn about the learners in your class today?
x What was your most challenging moment in this lesson and why? How will you respond next time?
x To what extent were the learners productively engaged in the learning process? Discuss.
x If you had the opportunity to teach this lesson again to this same group of learners, what would you do differently? Why?
x What evidence/ feedback do you have that the learners achieved an understanding of the lesson objective(s)?
11. REFERENCE LIST

(List all the text books, workbooks, documents such as the CAPS document, websites etc. that you used to prepare this lesson.)

Mathematics Teaching in The Foundation Phase 1

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F-MAT 221

Mathematics Teaching in the

MATHEMATICS TEACHING IN THE

CURRICULUM AND LEARNING GUIDE

Copyright ¤ SANTS Private Higher Education Institution. Pty. Ltd.

Program coordinator Prof Ina Joubert

Discipline coordinator Mrs Linda le Hanie

Author(s) Dr Lawan Abdulhamid

Mrs Ina Nel

Mrs Mariaan Bouwer

Reviewer Dr Tony Mays

Language editor Yvonne Thiebaut

Technical editor Mrs Judith Brown

Graphic artist N/A

BEd (FOUNDATION PHASE TEACHING) i

BACHELOR OF EDUCATION IN FOUNDATION PHASE

The purpose of the Bachelor of Education in Foundation Phase Teaching programme is to

2. OUTCOMES OF THE PROGRAMME

BEd (FOUNDATION PHASE TEACHING) iii

Outline of modules of the BEd (Foundation Phase Teaching) programme:

BEd (FOUNDATION PHASE TEACHING) iv

Mathematics Teaching in the Mathematics Teaching in the

Language competencies will be assessed during the course of your programme.

BEd (FOUNDATION PHASE TEACHING) v

The different types of learning are:

Fundamental learning, which includes student personal and academic

BEd (FOUNDATION PHASE TEACHING) vi

Afrikaans Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

BEd (FOUNDATION PHASE TEACHING) vii

isiXhosa Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

isiZulu Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

Sepedi Home Language and Literacy Teaching in the FP 1, 2, 3 and 4

4. PURPOSE OF THIS MODULE

x Select and develop appropriate resources for mathematics learning.

5. WORKING THROUGH THE CURRICULUM AND LEARNING

These guidelines will help you to:

x Work consistently throughout the semester;

BEd (FOUNDATION PHASE TEACHING) ix

BEd (FOUNDATION PHASE TEACHING) x

BEd (FOUNDATION PHASE TEACHING) xi

When completing the template, consider the following:

UNIT IN CLG CONTENT IN CLG DATE PLANNED

BEd (FOUNDATION PHASE TEACHING) xii

UNIT IN CLG CONTENT IN CLG DATE PLANNED

1. Broadbent, A. (2004). Understanding place-value – a case study of the base ten

2. Department of Basic Education. (2011). Curriculum and Assessment Policy

1. Gifford, S. (2005). Teaching Mathematics 3-5 : Developing Learning in the

BEd (FOUNDATION PHASE TEACHING) xiii

9. ASSESSMENT OF THE MODULE

9.1 Summary of assessment

BEd (FOUNDATION PHASE TEACHING) xiv

9.4 Semester examination

10. PLAGIARISM WARNING FOR STUDENTS

x Submit only your own and original work.

this by referencing in accordance with the Harvard style - a recognised system

BEd (FOUNDATION PHASE TEACHING) xvi

MATHEMATICS TEACHING IN THE FOUNDATION PHASE 1 1

UNIT 1: NUMBERS AND NUMBER RELATIONSHIPS 3

SECTION 1: NUMBER RELATIONSHIPS, PLACE VALUES, AND ORDERING AND

3.1.2 The use of games ................................................................................ 17

SECTION 2: ROUNDING OFF WHOLE NUMBERS 47

UNIT 2: ADDITION AND SUBTRACTION OF WHOLE NUMBERS 56

2.2.8 Number tracks and number lines ......................................................... 83