Question 1

1.1.1 True

1.1.2 False

1.1.3 True

1.1.4 True

1.1.5 False

1.1.6 True

1.1.7 True

1.1.8 True

1.2 Activities indicating play-based learning in mathematics:

C. Learners count the number of apples in the fantasy corner.

D. Learners build a bridge in the block corner using different shapes.
I. Learners jump on each number on the hopscotch court.
J. Learners measure which object holds more water between a jug and a cup at the water play
area.
E. Learners write and solve the number sentence 5+2=7.

1.3.1 Number recognition

1.3.2 Patterns
1.3.3 One-to-one correspondence
1.3.4 Space and Shape
1.3.5 Data representation
1.4 To enhance my content knowledge and pedagogical content knowledge of "Numbers," I would
employ several strategies. Firstly, I would engage in ongoing professional development
opportunities such as workshops, seminars, and online courses focused on mathematics
education. These activities would allow me to deepen my understanding of mathematical
concepts related to numbers and explore effective teaching strategies. Secondly, I would actively
seek out resources such as textbooks, research articles, and instructional materials specifically
targeting the teaching of numbers in early childhood education.

By reviewing and studying these resources, I can expand my knowledge base and gain new
insights into best practices for teaching numbers to young learners. Additionally, I would
collaborate with colleagues and participate in peer observation and reflection sessions to
exchange ideas, share experiences, and receive feedback on my teaching practices related to
numbers. Through collaborative learning and sharing, I can refine my pedagogical approaches
and incorporate innovative teaching methods tailored to the needs of my students.

1.5 When teachers fail to develop their mathematical content knowledge and pedagogical content
knowledge of "Numbers," several consequences may arise. Firstly, students may experience
difficulties grasping fundamental mathematical concepts related to numbers, leading to gaps in
their understanding and hindered academic progress. For example, if a teacher lacks a deep
understanding of number sense, they may struggle to effectively teach students basic numeracy
skills such as counting, comparing, and understanding numerical relationships.

Secondly, without strong pedagogical content knowledge, teachers may rely on rote
memorization or simplistic instructional approaches that fail to engage students and foster
conceptual understanding. This can result in student disengagement and a negative attitude
towards mathematics. Finally, inadequate teacher preparation in numbers-related content and
pedagogy can perpetuate misconceptions and ineffective teaching practices, ultimately impacting
students' long-term mathematical proficiency and confidence.
1.6 In this scenario, I would seize the opportunity presented by the learner's observation of two
butterflies to create a mathematical teachable moment. I would prompt the students to explore
the concept of "two" by engaging them in a discussion about the butterflies they observed. I
would ask questions such as "How many butterflies did you see?" and "Can you show me two
fingers?" to reinforce the concept of two as a numerical quantity. Additionally, I would encourage
the students to find other examples of pairs or groups of two in their surroundings, such as pairs
of leaves or sets of toys. By capitalizing on this spontaneous observation, I can foster students'
understanding of the number two and lay the foundation for further exploration of numerical
concepts.

Question 2

2.1 Placing concrete objects in the mathematics corner is important for several reasons. Firstly,
concrete objects provide tangible representations of abstract mathematical concepts, making
them more accessible and understandable for young learners. By interacting with physical
manipulatives such as linking cubes, shapes, and measuring tools, students can develop a
deeper understanding of mathematical concepts through hands-on exploration and
experimentation. Additionally, concrete objects promote sensory engagement, allowing students
to use their senses to explore mathematical properties such as size, shape, and quantity. This
multisensory approach enhances learning retention and accommodates diverse learning styles,
ensuring that all students have the opportunity to succeed in mathematics.

2.2 Two appropriate posters to use in the mathematics corner could include:

A poster illustrating different geometric shapes with their names and characteristics.
A poster displaying number bonds or number lines to support understanding of number
relationships and arithmetic operations.
2.3 To store the Learning and Teaching Support Materials (LTSMs) from the image in the
mathematics corner, I would utilize clear, labeled containers or bins for organization and easy
access. For example, I would designate separate containers for number cards, linking cubes,
shapes, measuring tools, and the number frieze. Each container would be clearly labeled with the
name of the materials it contains to facilitate efficient retrieval and tidy storage. Additionally, I
would arrange the containers on shelves or in cabinets within the mathematics corner, ensuring
that they are within reach of students and easily visible for reference during mathematics
activities.

2.4 In a multilingual Grade R classroom, it's essential to implement strategies that promote inclusive
learning and cater to the diverse linguistic backgrounds of students. Two strategies that can
benefit all learners include:

Visual aids and graphic organizers: Utilizing visual aids such as posters, diagrams, and picture
charts can support comprehension and reinforce key concepts regardless of language
proficiency. Graphic organizers like concept maps or Venn diagrams provide visual
representations of relationships between ideas, helping students organize information and make
connections independently.
Incorporating multilingual resources: Introducing multilingual materials such as bilingual books,
flashcards with words in multiple languages, or language-rich activities that incorporate students'
home languages can create a supportive learning environment where all students feel valued and
included. By acknowledging and incorporating students' linguistic diversity, teachers can foster a
sense of belonging and facilitate meaningful engagement in the learning process.

2.5 Activities using the LTSMs:

2.5.1 One-to-one correspondence: Activity: Counting and matching with number cards LTSM:
Number cards Description: Provide a set of number cards and a corresponding number of small
objects (e.g., linking cubes). Ask students to select a number card, say the number aloud, and
then count out the corresponding number of objects to match the numeral on the card.

2.5.2 Ordering: Activity: Sequencing shapes by size LTSM: Shapes Description: Present students
with a variety of shapes in different sizes. Ask them to arrange the shapes from smallest to
largest or vice versa. Encourage students to describe the attributes of each shape as they order
them, reinforcing vocabulary related to size (e.g., big, small, medium).
2.5.3 Classification: Activity: Sorting objects by color or shape LTSM: Shapes Description: Provide a
collection of shapes in various colors and sizes. Ask students to sort the shapes based on a given
criterion, such as color or shape. For example, students could sort the shapes into piles based on
whether they are circles, squares, or triangles, or by grouping shapes of the same color together.

2.5.4 Conservation: Activity: Measuring with linking cubes LTSM: Linking cubes Description: Give
students a length of linking cubes and ask them to build a structure (e.g., a tower) with the cubes.
Then, challenge students to rearrange the cubes to create a different structure of the same
length, reinforcing the concept that the quantity of cubes remains the same even when the
arrangement changes.

Question 3

3.1.1 A.

3.1.2 B.

3.1.3 C.

3.1.4 D.

3.1.5 E.

3.2 The LTSM used but not mentioned in the lesson plan is Shapes.

3.3 Bruner's three modes of representations are:

Enactive: Involves learning through actions or movement. Example: Students physically

manipulate linking cubes to understand addition.
Iconic: Involves learning through visual representations. Example: Students use pictures of
objects to understand the concept of numbers.
Symbolic: Involves learning through symbols such as numbers and mathematical symbols.
Example: Students use number cards to represent quantities.
3.4.1 The type of integration evident in the lesson is Horizontal integration.

3.4.2 A. Personal and Social Well-being: Learners discuss body parts they only have one of,
promoting self-awareness and self-identity. B. Creative Arts: Learners engage in a creative
activity by finding pictures and pasting them, integrating artistic expression into the mathematics
lesson.

3.4.3 A. Receptive language: Learners listen to and understand questions posed by the teacher,
fostering comprehension of mathematical concepts. B. Productive language: Learners express
their understanding by answering questions and participating in discussions about mathematical
concepts, promoting communication skills.

3.5.1Provide extension activities that offer additional challenges related to the concept covered in the
lesson.
Allow advanced learners to assist their peers or work collaboratively on enrichment tasks.

3.5.2Offer additional one-on-one support or small group instruction to clarify concepts for struggling
learners.
Provide alternative methods of instruction or supplementary materials to cater to different learning
styles.

3.6.1 The integration of language and life skills into the mathematics lesson effectively promoted
interdisciplinary learning.
The use of concrete objects and interactive questioning engaged students actively in the learning
process.

3.6.2 One area that did not go according to plan was the timing of the lesson, as it took longer than
anticipated to complete certain activities.

3.6.3 The lesson objective corresponds with the lesson presentation, as it focused on developing
language and mathematical concepts related to the number one. A relevant mathematical
objective could be to identify and represent quantities using the number one.

3.6.4 Students actively participated in discussions by answering questions about body parts and
numbers.Students enthusiastically engaged in the activity of finding and pasting pictures of
objects related to the number one.
Students demonstrated logical reasoning skills by responding to hypothetical scenarios involving
 quantities.
Students collaboratively worked on tasks, supporting each other's learning and understanding.

References:

1. Smith, J. (2018). "Teaching Mathematics to Young Children: A Handbook for Students of Early
Childhood Education." Routledge.
2. Bruner, J. (1966). "Toward a Theory of Instruction." Harvard University Press.
3. Department of Basic Education (DBE). (2011). Curriculum and Assessment Policy Statement
(CAPS). South Africa.
4. Lewis, C. (2019). "The Importance of Teachable Moments in Early Childhood Education." Early
Childhood Education Journal, 47(4), 393-399.
5. Vygotsky, L. S. (1978). "Mind in Society: The Development of Higher Psychological Processes."
Harvard University Press.
6. Pelkowski, S. D., et al. (2019). "The Influence of Teachers’ Mathematical Pedagogical Content
Knowledge on Early Mathematics Teaching Effectiveness." Early Education and Development,
30(8), 1084-1100.
7. Trawick-Smith, J., et al. (2016). "Early Childhood Development: A Multicultural Perspective."
Pearson.
8. Shulman, L. S. (1987). "Knowledge and Teaching: Foundations of the New Reform." Harvard
Educational Review, 57(1), 1-22.