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Question: QUESTION1 Shape treasure hunt Think of an activity you would do to introduce Grade R learners to basic shapes, counting, and spatial awareness through a fun and interactive treasure hunt. 1.1 For the activity, name and draw/illustrate or find and paste pictures of the materials needed: if you find pictures on the internet or other sources, please acknowledge or cite the sources. (10) 1. Name of resource: Illustration or picture: (2) 2. Name of resource: Illustration or picture: (2) EMA1501/ASSESSMENT 3/0/2025 3. Name of resource: Illustration or picture: (2) 4. Name of resource: Illustration or picture: (2) EMA1501/ASSESSMENT 3/0/2025 5. Name of resource: Illustration or picture: (2) 1.2 Report on the steps you will take and instructions you will give to the learners for the treasure hunt activity under the headings given below: (20) Introduction (10 minutes) (4) Shape treasure hunt (15 minutes) (4) Counting and sorting (10 minutes) (4) EMA1501/ASSESSMENT 3/0/2025 From the treasure hunt, what creative art activity will you do with the learners? (10 minutes) (4) Reflection and conclusion on the treasure hunt activity (5 minutes) (4) (30) QUESTION 2 USING INDIGENOUS GAMES TO TEACH EMERGENT MATHEMATICS CONCEPTS Play is often referred to as a child’s work. It is the way that children experience life and are able to make sense of the world around them. Therefore, as we have already said, through play, children discover and learn many mathematical concepts. Look at the pictures and follow the instructions given below: Instructions: 2.1 Plan five activities based on each of the five indigenous games pictured below. Your activities should focus on how to teach different emergent mathematical concepts to Grade R learners. You can choose ANY five different concepts you are learning about in emergent mathematics. Please also provide the outcome for each of the teaching activities. (25) NB: Each game must have a different concept to teach; no two activities must be on the same concept! 2.1 Morabaraba EMA1501/ASSESSMENT 3/0/2025 2.2 Malepa (String game) EMA1501/ASSESSMENT 3/0/2025 2.3 Diketo 2.4 Jukskei EMA1501/ASSESSMENT 3/0/2025 2.5 Tins (25) Question 3 Story sums/Word problems Story sums are highly significant in reading comprehensionand understanding basic mathematics principles. They promote an interest in mathematics by illustrating the connection between mathematics and the “real world”. Generally, wordproblems are used to challenge students to think critically. Story sums are an excellent source to use when teaching and testing the understanding of new concepts of mathematics. 3.1 Create five story sums/word problems appropriate for Grade R. Write down the steps you would follow to introduce each of the activities. (25) 3.1.1 (5) 3.1.2 (5) EMA1501/ASSESSMENT 3/0/2025 3.1.3 (5) 3.1.4 (5) 3.1.5 (5) (25) Question 4 Lesson plan Use the lesson template provided below to plan a lesson that is appropriate for Grade R. The lesson must be on teaching DATA HANDLING. (20) Name & student no. Grade & Date (2) Term Duration Theme of the week (1) Topic (1) Learning outcomes (4) Differentiation (2) Lesson presentation Introduction (2) EMA1501/ASSESSMENT 3/0/2025 Main activity (2) Conclusion (2) Assessment type (2) Resources used (2) TOTAL: 100
Sure! Below are detailed suggested answers for your assessment. Please ensure you adjust/cite images appropriately if you select them from an internet source for the actual illustrations. --- **QUESTION 1: Shape Treasure Hunt** **1.1 Materials Needed** 1. **Name of resource:** Shape Cutouts (circle, square, triangle, rectangle) - **Illustration or picture:**  *Source: kindpng.com* 2. **Name of resource:** Number Cards (1–10) - **Illustration or picture:**  *Source: kindpng.com* 3. **Name of resource:** Treasure Boxes/Bags - **Illustration or picture:**  *Source: pngimg.com* 4. **Name of resource:** Stickers or Markers (to mark shapes found) - **Illustration or picture:**  *Source: Pinterest* 5. **Name of resource:** Sorting mats or trays - **Illustration or picture:**  *Source: twinkl.co.uk* --- **1.2 Steps and Instructions for the Treasure Hunt** **Introduction (10 minutes) (4)** - Welcome the learners and introduce the topic: "Today, we are going on a Shape Treasure Hunt!" - Show the learners the different shapes and discuss their names and features. - Explain that they will be looking for these shapes around the classroom/outdoor area. - Demonstrate how to look for and collect shapes, using a sample. --- **Shape Treasure Hunt (15 minutes) (4)** - Divide learners into small groups. - Give each group a treasure box/bag. - Tell them to search the classroom/playground for shape cutouts hidden beforehand (in safe places). - Each time they find a shape, they should call out its name and put it in their treasure box. --- **Counting and Sorting (10 minutes) (4)** - Gather learners together. - Ask them to sort their found shapes onto sorting mats/trays by type (all circles together, all squares together, etc.). - Help them count how many of each shape they found. Record the numbers on a chart. - Encourage learners to compare who found more or fewer shapes and discuss spatial positions: ("The circle was under the table!") --- **Creative Art Activity (10 minutes) (4)** - Give each learner a blank sheet and crayons/glue. - Ask them to create a picture using the collected shapes (for example, build a house or a robot). - Discuss how they arranged their shapes and what they made. - Display the artworks on the classroom wall. --- **Reflection and Conclusion (5 minutes) (4)** - Gather learners into a circle. - Ask reflective questions: "What was your favorite part of the treasure hunt?", "Which shape was easiest/hardest to find?" - Talk about how shapes are everywhere in our environment. - Praise the learners for their teamwork and creativity. --- --- **QUESTION 2: Indigenous Games to Teach Emergent Mathematics Concepts** **2.1 Five Activities** **Morabaraba (Concept: Patterns and Sequencing)** - Activity: Learners play using bottle caps or stones, making sequences in a row (e.g., red, blue, red, blue). - Outcome: Learners recognize, create, and describe simple repeating patterns. **Malepa/String Game (Concept: Shapes and Spatial Relationships)** - Activity: Learners use strings to form different shapes (triangle, square, etc). - Outcome: Learners identify and describe basic geometric shapes and their properties. **Diketo (Concept: Counting and Addition)** - Activity: Learners toss stones and count how many they collect in each turn. - Outcome: Learners develop accurate counting and simple addition skills. **Jukskei (Concept: Measurement and Comparing Sizes)** - Activity: Learners throw Jukskei sticks, measure how far they landed using footsteps or a tape measure, and compare who threw farthest. - Outcome: Learners understand measurement and comparison of lengths. **Tins (Concept: Sorting and Classification)** - Activity: Learners stack tins by size or color and sort them after knocking them down. - Outcome: Learners sort/classify objects according to one or more attributes. --- --- **QUESTION 3: Story Sums/Word Problems for Grade R** **3.1 Five Story Sums and Introduction Steps** **3.1.1** - Story sum: There are 3 apples on the table. You put 2 more apples next to them. How many apples are there now? - Steps: 1. Show real or toy apples. 2. Read the story aloud. 3. Ask learners to act out and count total apples. 4. Learners say the answer. **3.1.2** - Story sum: Sarah has 5 balls. She gives away 2 balls to her friend. How many balls does Sarah have left? - Steps: 1. Present balls and two toy people. 2. Read the story aloud. 3. Act out giving away balls and count left. 4. Learners answer. **3.1.3** - Story sum: There are 4 triangles and 3 squares on the mat. How many shapes altogether? - Steps: 1. Lay out triangles and squares. 2. Read the story. 3. Count all shapes with learners. 4. Discuss total. **3.1.4** - Story sum: Tom built a tower with 5 blocks. He added 3 more blocks on top. How high is his tower now? - Steps: 1. Use stacking blocks. 2. Act according to the story. 3. Count all blocks. 4. Say the result. **3.1.5** - Story sum: There are 6 children playing in the garden. 2 more join them. How many children are now playing? - Steps: 1. Use pictures/puppets. 2. Role-play the situation. 3. Count total children. 4. Discuss answer. --- --- **QUESTION 4: LESSON PLAN DATA HANDLING (GRADE R)** | Name & student no. | Grade & Date | |---------------------|--------------------| | [Your Name & No.] | Grade R, [Date] | | Term | Duration | Theme of the week | Topic | |-------------|-------------|------------------|-----------------| | 2 | 30 minutes | My Friends | Data Handling | | Learning outcomes | |------------------------------------------------------------------| | Learners can sort objects by color, size, or shape. | | Learners can collect simple data (e.g., favorite color). | | Learners can represent data using objects or drawings. | | Learners can answer simple questions about the data. | | Differentiation | |-----------------------------------------| | Support for learners struggling with sorting; extension activities for those who finish early. | **Lesson presentation** **Introduction (2):** - Welcome learners and explain today’s activity is about finding out "What is our favorite fruit/color?" - Show flashcards or toys of different colors/fruits. **Main activity (2):** - Each learner votes for their favorite color/fruit using colored cards. - Sort cards into groups and count each group. - Draw a simple pictogram on the board (e.g., three apples, five bananas). **Conclusion (2):** - Discuss which group had the most/least. - Ask questions: "Which color/fruit do most of us like? Which is the least popular?" | Assessment type | Resources used | |----------------------|------------------------| | Observation/checklist| Colored cards, pictures, sorting mats, chart | --- **TOTAL: 100** --- Remember to insert/cite actual images in your submission if required by your institution. All activities are practical, interactive, and aligned with Grade R level. Let me know if you need adaptations for specific local contexts!
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