BEd (FOUNDATION PHASE TEACHING)

ASSIGNMENT 2: 1 APRIL 2025

THIS ASSESSMENT COVERS UNIT 2
QUESTION PAPER

MODULE NAME MATHEMATICS TEACHING IN THE FOUNDATION

PHASE
MODULE CODE F-MAT 221
NQF LEVEL 6
EXAMINER MS S. COERTZEN
INTERNAL MODERATOR DR L. LE HANIE
ACADEMIC HEAD DR G. HARRISON
TOTAL MARKS 100

PURPOSE: The purpose of this PDF is for you to do preliminary work on your assessment in
preparation for online submission.

INSTRUCTIONS:
a) Read each question carefully and look at the mark allocation to guide your response.
) Answer all questions in English, except for the language modules. The language to use when
answering the questions for the language modules will be stated in the front matter, e.g., answer in
Afrikaans/isiXhosa/isiZulu/Sepedi/Setswana.
ASSESSMENT PAPER

a) Attempt to complete all questions. Do not leave questions unanswered.

b) Even though you will be using your CLG, core readings and other sources to find the answers to
the questions, you must make sure that the answers you provide in your submission are written
in your own words. If you rewrite information from any source using the exact words of that source,
it will be flagged as plagiarism.
c) Using artificial intelligence (such as ChatGPT) to produce content and images and then represent
these as your own work is considered a severe irregularity that will be penalised accordingly.
d) Include in-text references where applicable (including referring to the CLG), as you will have to
declare your sources at the end of the paper. The list must be made in accordance with the
Harvard-style Referencing Guide employed by SANTS, which is provided as an additional resource
for your module.
e) Refer to the Student Orientation Booklet in the Student Orientation Module regarding the
information on referencing and plagiarism.
a) Use a separate document to plan your rough answers.
b) Please note, however, that you will not be able to copy and paste those answers into your
assessment. You will have to retype your answers.
SUBMISSION

c) Please note that online submissions should be conducted through your laptop computer, desktop
computer, or tablet. If possible, avoid the use of your cell phone.
d) The preferred web browser to use is Google Chrome, but Firefox and Edge also work.
e) Carefully check each response before submitting your assessment.
f) Please take note that only one submission per student will be allowed. No resubmissions will be
possible.
g) Please submit your assessment well in advance to avoid any personal or network-related
challenges.
a) Should you experience any challenges, contact SANTS using any of the communication channels
SUPPORT

available on your MySANTS Dashboard.

b) Support is ONLY available from 8:00 to 16:00 on weekdays.
 QUESTION ONE 44

Question ONE consists of six (6) questions.

Read Unit 2, Section 1 (pp. 56-110) in your Curriculum and Learning Guide (CLG)
about addition before attempting to answer the questions.

1.1 Match the explanation in Column B with the concept in Column A. (10)

Column A Column B
Concept Explanation
1.1.1 How to Teach Addition A. Extend adding by counting forwards,
including counting in 3s and 4s.
1.1.2 Grade 1 B. Extend adding by counting forwards,
including 20s, 25s, 50s and 100s.
1.1.3 Grade 2 C. Make sets with real objects (e.g., beans
or counters).
1.1.4 Grade 3 D. Addition means to make more, to
increase, to find the sum, to calculate the
total or to add.
1.1.5 Number Range for Grade 1 E. Add to 20.
1.1.6 Number Range for Grade 2 F. Adding by counting forwards in 1s, 2s, 5s
and 10s.
1.1.7 Number Range for Grade 3 G. Use dot cards.
1.1.8 Concrete Step in Teaching H. Add to 99.
Addition
1.1.9 Semi-Concrete Step in Teaching I. Introduce number symbols and number
Addition names formally.
1.1.10 Abstract Step in Teaching J. Add to 999.
Addition
K. Use number sentences to describe
equivalence (=).
L. Add to 50.
1.2 Answer the following True/False questions AND provide a reason for your choice
in each case. (10)

1.2.1 Teachers are advised to introduce number symbols and operational signs
quickly to Grade 2 and Grade 3 learners. (2)
1.2.2 The equals sign (=) can be conceptualised using a balance or scale to
demonstrate equality. (2)
1.2.3 The commutative property of addition states that the order of numbers in an
addition sentence does not affect the sum. (2)
1.2.4 Adding zero to any number changes the number to zero. (2)
1.2.5 Doubles are basic addition facts where both addends are different numbers. (2)

1.3 Select the most plausible option (A, B, C or D) as an outcome for each of the
following scenarios. (8)

1.3.1 Consider the following scenario and answer the question that follows. (2)

Scenario:

Grade 1 learners are learning repeated addition with physical objects. They are
counting the number of eyes of 5 learners, each with 2 eyes.

How would you guide these learners to perform repeated addition using skip counting
and write the corresponding number sentence?

A. Count by ones: 1, 2, 3, 4, 5 and write the number sentence 1 + 1 + 1 + 1 + 1 =

5.
B. Count by twos: 2, 4, 6, 8, 10 and write the number sentence 2 + 2 + 2 + 2 + 2
= 10.
C. Count by threes: 3, 6, 9, 12, 15 and write the number sentence 3 + 3 + 3 + 3 +
3 = 15.
D. Count by fives: 5, 10, 15, 20, 25 and write the number sentence 5 + 5 + 5 + 5
+ 5 = 25.

1.3.2 Consider the following scenario and answer the question that follows. (2)
 Scenario:

Grade 3 learners are playing a game where they add a fixed number in sequence
around a circle.

How does this activity help learners practice repeated addition on an abstract level
and how would you assess their understanding afterwards?

A. It helps learners recognise patterns in numbers and I would assess their

understanding by having them memorise the addition facts.
B. It helps learners understand multiplication as repeated addition and I would
assess their understanding by having them write number sentences for different
sequences.
C. It helps learners understand the concept of subtraction and I would assess their
understanding by giving them subtraction problems to solve.
D. It helps learners identify even and odd numbers and I would assess their
understanding by asking them to sort numbers into even and odd categories.

1.3.3 Consider the following scenario and answer the question that follows. (2)

Scenario:

Grade 3 learners are tasked with solving a real-world problem involving repeated
addition. They need to calculate the total cost of 6 packets of biscuits, each costing
R10,50.

How would you guide these learners through the process of solving this problem using
repeated addition?

A. Multiply the cost of one packet by six and write the number sentence R10,50 x
6 =?
B. Add the cost of three packets first, then double the result and write the number
sentence (R10,50 + R10,50 + R10,50) x 2 =?
C. Add the cost of one packet six times and write the number sentence R10,50 +
R10,50 + R10,50 + R10,50 + R10,50 + R10,50 =?
 D. Divide the cost of one packet by six and write the number sentence R10,50 ÷ 6
=?

1.3.4 Consider the following scenario and answer the question that follows. (2)

Scenario:

Grade 2 learners participate in a collaborative learning activity where they work in

pairs to solve repeated addition problems using manipulative resources, such as
counters or blocks.

What are the steps you would take to facilitate this collaborative learning activity,
ensuring that learners engage effectively with repeated addition and support each
other's learning process?

A. Explain the concept of repeated addition, demonstrate with a visual aid, pair the
learners, provide the resources, and ask them to solve problems independently.
B. Group the learners into larger teams, explain the concept of repeated addition,
provide resources, and let them solve as many problems as they can within a
time limit.
C. Pair the learners, explain the concept of repeated addition, demonstrate with a
visual aid, provide the resources, guide them through an example problem, and
then let them solve similar problems together while observing and offering
support as needed.
D. Provide the learners with worksheets containing repeated addition problems,
pair them up, and instruct them to use manipulative resources to solve the
problems without further guidance.

1.4 Consider the diagram below completed by Grade 3 learners. (6)

 They provided their answers as:
A: 59; B: 61; C: 63; D: 76; E: 77.

1.4.1 Identify the mistakes the learners made by explaining possible reasons ‘why’ the
mistakes were made. (4)

1.4.2 How would you support the learners who struggled with the diagram from the
previous question? (2)

1.5 Grade 2 learners were asked to find the answer for the following word problem:
Kabelo has 4 sweets and Londi has 3 sweets, how many sweets do they have
altogether?

A few of the learners made the same error, identify the error from the given
number line and give suggestions on how you as the teacher can better support
the learners. (4)

(Coertzen, 2024)

1.6 Analyse the following images and answer the questions that follow. Justify your
answer in each case. (6)
 1.6.1 Consider the following worksheet (DBE, 2024) and determine the
mathematical concept that is being focused on. (3)

(DBE, 2024)

1.6.2 Consider the following LTSM and determine the mathematical concept that is
being demonstrated. (3)

(Coertzen, 2024)

QUESTION TWO 33

Question TWO consists of four (4) questions.

Read Unit 2, Section 2 (pp. 111-128) in your Curriculum and Learning Guide (CLG)
about subtraction before attempting to answer the questions.
2.1 You plan on conducting a lesson on subtraction using word problems with your
Grade 2 learners in Term 3. Unfortunately, you do not have time to complete a
lesson plan, so you decide to make use of Artificial Intelligence (AI) to assist you
with the lesson outline. (10)

See the lesson plan ChatGPT4.0 (2024) generated for you below:

Grade: 2
Subject: Mathematics
Topic: Subtraction Through Word Problems
Term: 3
Duration: 60 minutes
Learning Outcome:
Learners will apply subtraction skills to solve word problems, demonstrating
understanding of how subtraction is used in real-life situations.

Lesson Objectives
By the end of the lesson, learners will be able to:
1. Identify subtraction scenarios in word problems.
2. Solve subtraction word problems using appropriate strategies.
3. Write answers with correct units (where applicable).

Resources Needed
• Word problem cards
• Mini whiteboards and markers
• Visual aids (e.g., pictures to illustrate problems)
• Printed worksheets with subtraction word problems
• Tokens or counters for hands-on activities

Lesson Structure
1. Introduction (10 minutes)
1. Start with a warm-up:
 o Write simple subtraction problems on the board (e.g., 10 – 4, 7 –
3) and ask learners to solve them.
2. Introduce the concept of subtraction in word problems:
o “Sometimes, subtraction is hidden in stories. Can you think of a
time when you needed to take something away or figure out what
is left?”
3. Share an example:
o “There were 8 apples in a basket. I ate 3 apples. How many are
left?”
o Solve it together, using a drawing or counters to illustrate.

2. Development (30 minutes)

Activity 1: Teacher-Led Demonstration (10 minutes)
1. Write a word problem on the board:
o “There were 12 birds on a tree. 5 flew away. How many birds are
left on the tree?”
2. Solve the problem step-by-step:
o Read the problem aloud.
o Underline key information (numbers and actions).
o Write the subtraction sentence: 12 – 5 = 7.
o Draw a picture or use counters to visualise.
Activity 2: Guided Practice (10 minutes)
1. Group learners into pairs and give each pair a word problem card, such
as:
o “A bag has 20 sweets. If 8 are eaten, how many are left?”
o “There are 15 pencils in a box. If 6 are used, how many are still
in the box?”
2. Provide counters or whiteboards for learners to work through the
problems together.
3. Circulate and assist as needed, prompting learners to explain their
reasoning.
Activity 3: Independent Problem Solving (10 minutes)
1. Hand out worksheets with 5 word problems, e.g.:
 o “A farmer has 25 sheep. If 10 sheep go to another farm, how
many sheep are left?”
o “There are 18 books on a shelf. If 7 books are taken down, how
many books are left?”
2. Ask learners to solve the problems independently, showing their
working.

3. Conclusion (10 minutes)

1. Review answers to the worksheet as a class, inviting learners to explain
their steps for one or two problems.
2. Reinforce the importance of understanding the story behind each
problem and writing answers clearly.
3. End with a quick game:
o Pose oral subtraction word problems, and let learners solve them
using mental maths or whiteboards.

Assessment
• Monitor learners’ participation during pair and group activities to assess
their understanding.
• Review worksheets to evaluate problem-solving accuracy and
application of subtraction strategies.
• Take note of how learners articulate their methods during explanations.

Homework
Learners will solve 3 subtraction word problems at home:
1. “A cake has 16 slices. If 9 are eaten, how many slices are left?”
2. “There are 30 balloons. If 12 burst, how many balloons remain?”
3. “A basket has 24 eggs. If 10 eggs are sold, how many eggs are left?”

Reflection
After the lesson, consider:
• Were learners able to extract subtraction sentences from word
problems?
 • Did they enjoy working in pairs to solve problems?
• What adjustments can be made for learners needing additional
support?

This structured lesson encourages critical thinking and contextual

understanding of subtraction in everyday scenarios.

Evaluate the lesson plan from ChatGPT4.0 using the given criteria and indicate
whether the worksheet is appropriate for Grade 2 learners in Term 3. Only
choose YES or NO for each criterion.

Rubric:

Criteria YES/NO
a. There is at least one (1) clear and concise objective.
b. The objective was achieved at the end of the lesson.
c. There is an attention-grabbing introduction.
d. The instructions to the learners are sufficient.
e. The instructions to the teacher are sufficient.
f. The learners are actively involved.
g. There is an appropriate enrichment activity for the learners
who grasped the concept quickly.
h. There is an appropriate suggestion that the teacher can do
with the learners who need additional support. The support is
on a practical level.
i. The homework is appropriate for Grade 2 learners to solve
independently.
j. The correct answers for the homework questions were given
(memorandum).

2.2 Create an activity for Grade 2 learners that involves solving subtraction
problems through stories (real-life application). (7)

Your activity should include:

• Two story problems for learners to solve with the solutions. (4)
• Guidance on how to help learners create their own story problems. (2)
• Learner engagement. (1)
Your activity will be assessed on the following rubric:

Criterion Good (2) Needs Improvement (1) Not achieved (0)

First Story Presents a clear, age- Presents a clear story The story problem is
Problem appropriate story problem problem but guidance may unclear, or guidance is
and effectively guides lack detail. insufficient.
learners to solve it.
Second Story Presents another clear, Presents a second-story The second story
Problem age-appropriate story problem but lacks detailed problem is unclear, or
problem and provides guidance for a solution. guidance is
effective guidance for insufficient.
solutions.
Creating It provides excellent Provides guidance but may Guidance is unclear or
Their Own guidance to help learners not fully encourage sharing does not sufficiently
create their own and solving. encourage creating,
Stories
subtraction story sharing, and solving
problems and encourages story problems.
sharing and solving.
Overall, The activity is clear, well- The activity lacks
Clarity and structured, and engaging clarity, structure, or
for learners. engagement for
Engagement
learners.
Total: 7

2.3 List and briefly discuss the steps for introducing subtraction, make use of practical
examples to support your discussion. (6)

2.4 Explain to the learners (verbatim) how to apply the order of operation rules for the
following mathematical expressions (2.4.1–2.4.5) below. (10)

2.4.1 10 + 4 – (5 – 2) = 
2.4.2 20 – 10 – 8 + 2 = 
2.4.3 (20 – 10) – (8 + 2) = 
2.4.4 7+4–2–9=
2.4.5 7 + (4 – 2) – 9 = 

QUESTION THREE 11

Question THREE consists of two (2) questions.

 Read Unit 2, Section 3 (pp. 129-135) in your Curriculum and Learning Guide (CLG)
about addition and subtraction- inverse operations before attempting to answer the
questions.

3.1 Fill in the missing word for each of the following sentences, by selecting the most
appropriate word in each case from the list provided. (5)

Word bank (Moodle):

Patterns, play, associative, real-life, mental, facts, equivalence, relational.

3.1.1 Learners need opportunities to apply addition and subtraction in contexts

to strengthen their skills. (1)
3.1.2 According to Siegler's (1987) model, a/an facilitating effect should
make the correct answer the most common response to a subtraction
combination. (1)
3.1.3 Learners often rely on strategies when solving basic addition and
subtraction problems. (1)
3.1.4 Developing a strong number sense involves recognising in addition
and subtraction problems. (1)
3.1.5 In early mathematics, learning through encourages exploration of
number relationships. (1)

3.2 Provide six (6) number facts from the numbers 3, 4, 6, 7, 10 and 16. (6)

QUESTION FOUR 12

Question FOUR consists of one (1) question.

Read Unit 2, Section 3 (pp. 129-135) in your Curriculum and Learning Guide (CLG)
about addition and subtraction- inverse operations before attempting to answer the
questions.

4.1 Create an assessment worksheet consisting of word problems (story sums)

based on addition and subtraction as inverse operations. (12)

Use the following guidelines:

 • The task should be appropriate for Grade 3 learners in Term 4. (2)
• The task should count out of ten (10) marks. (2)
• Include a memorandum for the task. (4)
• Each problem should at least have two (2) different methods of solutions. (4)

How your assessment task will be marked:

Criteria
4 3 2-1 0

Task The task is The task is not

Appropriateness appropriate for suitable for
(Grade 3, Term 4) Grade 3 Grade 3
learners in learners, either
Term 4, with a too complex or
clear focus on too easy.
addition and
subtraction.

Mark Allocation The task is The task is not

(Total of 10 marks) correctly correctly
allocated out allocated out of
of 10 marks, 10 marks.
with clear
breakdowns
for each
question and
part of the
task.

Memorandum The The The

The
Accuracy memorandum memorandum memorandum
memorandum
is mostly is mostly contains
is complete,
accurate, with correct but has multiple errors
accurate, and
only a few some or lacks clarity
clearly
minor errors in significant in the
demonstrates
solutions or errors or explanations.
the correct
explanations.
 solutions with unclear
the appropriate reasoning.
reasoning for
each problem.

Solution Methods Each problem is Each problem At least one One or no

solved using at is solved using method is methods are
least two two methods, used for each used, or
different but one problem, but it methods are
methods (e.g., method may lacks clarity or unclear or
subtraction and be incomplete accuracy in incorrect.
addition check), or unclear. some areas.
and the
methods are
explained
clearly.

Total: 12

TOTAL [100]
Reference list:

Abdulhamid, L., Nel, I., & Bouwer, M. (2020). F-MAT 221. Mathematics Teaching in the
Foundation Phase 1. SANTS Private Higher Education Institution, Pretoria:
BusinessPrint.

ChatGPT. (2024).

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

(CAPS) Foundation Phase Grades R-3. Pretoria: Government Printer.