University of South Africa
EMA1501: Emergent Literacy & Emergent Mathematics
Teaching Practice 1 Assignment 51
SECTION A
ACTIVITY 1
Type of play 1: Constructive
Math concept: Problem solving
Explanation: Mentor teacher distributes a box of building blocks/legos of different sizes,
shapes and colors to each learner. She gives each learner a chart with numbers 1 to 5
illustrated in different colors and not in numerical order. Learners are asked to recreate
the numbers as shown in the chart (by color) and arrange them in order. This enabled
learners to sort out problem according to colour, and arrange numbers in numerical order.
Type of play 2: Physical and locomotor play
Math concept: Counting
Explanation: Teacher puts learners into 4 groups and goes with them outside the
classroom. Each group is instructed to collect pebbles, leaves, sticks and rocks,
respectively. Learners are instructed to count the items that they collected and write them
down. The collected items are also rotated around the 4 groups so that they all feel their
differences in texture, weight, color and shape.
Type of play 3: Fantasy play
Math concept: Measurement and estimation
Explanation: Teacher set up a supermarket at the corner of the classroom for students
to play shopkeeper and customer. The teacher wrote on the board a conversation
between a shopkeeper and a customer for learners to follow. She also wrote down
measurement vocabulary (kilograms, grams, packet, bag, liter, milliliters) and the prices
of grocery items together with the amounts that a customer chose to use.
, Creativity is essential to teachers when setting up the environment to support emergent
mathematics development. For example, making problems open minded fosters
mathematical creativity through the development of new ways of divergent thinking and
problem finding for learners. By being creative, a teacher helps learners to examine a
problem from different perspectives and getting better solutions. Also, creativity keeps
learners focused and entertained in a classroom.
Activity 2
Measurement: Have learners stand up in 3s and figure out who is tall, taller and
tallest. Ask pairs to compare lengths of their arms and legs.
Shapes: Ask learners to identify and describe the shape of things that they see
around the classroom. How do we know it is a square?
Numbers and operations: Ask learners to count the number of girls and boys in
the classroom. How many more girls than boys are there? Dineo and Mark are
absent. How many would we be if they were present?
1. Story telling: This allows learners to realize how math concepts can apply in real
life. It also helps them to understand how to use math in their everyday life.
2. Demonstration/Show and tell: Making use of visuals and illustrations makes it
easier for learners to understand concepts. E.g. blocks or legos help in
demonstrating number building, shapes, patterns etc.
Concept: Patterns
Ask learners to describe patterns in one learner’s clothing. E.g. Leonel’s shirt has black
and white zigzag lines. The learner who describes the pattern goes to the board and
draws the pattern he/she described.
Activity 3
Foundation Phase Lesson Plan
Content Area: Measurement
Topic: Time – 60 minutes
EMA1501: Emergent Literacy & Emergent Mathematics
Teaching Practice 1 Assignment 51
SECTION A
ACTIVITY 1
Type of play 1: Constructive
Math concept: Problem solving
Explanation: Mentor teacher distributes a box of building blocks/legos of different sizes,
shapes and colors to each learner. She gives each learner a chart with numbers 1 to 5
illustrated in different colors and not in numerical order. Learners are asked to recreate
the numbers as shown in the chart (by color) and arrange them in order. This enabled
learners to sort out problem according to colour, and arrange numbers in numerical order.
Type of play 2: Physical and locomotor play
Math concept: Counting
Explanation: Teacher puts learners into 4 groups and goes with them outside the
classroom. Each group is instructed to collect pebbles, leaves, sticks and rocks,
respectively. Learners are instructed to count the items that they collected and write them
down. The collected items are also rotated around the 4 groups so that they all feel their
differences in texture, weight, color and shape.
Type of play 3: Fantasy play
Math concept: Measurement and estimation
Explanation: Teacher set up a supermarket at the corner of the classroom for students
to play shopkeeper and customer. The teacher wrote on the board a conversation
between a shopkeeper and a customer for learners to follow. She also wrote down
measurement vocabulary (kilograms, grams, packet, bag, liter, milliliters) and the prices
of grocery items together with the amounts that a customer chose to use.
, Creativity is essential to teachers when setting up the environment to support emergent
mathematics development. For example, making problems open minded fosters
mathematical creativity through the development of new ways of divergent thinking and
problem finding for learners. By being creative, a teacher helps learners to examine a
problem from different perspectives and getting better solutions. Also, creativity keeps
learners focused and entertained in a classroom.
Activity 2
Measurement: Have learners stand up in 3s and figure out who is tall, taller and
tallest. Ask pairs to compare lengths of their arms and legs.
Shapes: Ask learners to identify and describe the shape of things that they see
around the classroom. How do we know it is a square?
Numbers and operations: Ask learners to count the number of girls and boys in
the classroom. How many more girls than boys are there? Dineo and Mark are
absent. How many would we be if they were present?
1. Story telling: This allows learners to realize how math concepts can apply in real
life. It also helps them to understand how to use math in their everyday life.
2. Demonstration/Show and tell: Making use of visuals and illustrations makes it
easier for learners to understand concepts. E.g. blocks or legos help in
demonstrating number building, shapes, patterns etc.
Concept: Patterns
Ask learners to describe patterns in one learner’s clothing. E.g. Leonel’s shirt has black
and white zigzag lines. The learner who describes the pattern goes to the board and
draws the pattern he/she described.
Activity 3
Foundation Phase Lesson Plan
Content Area: Measurement
Topic: Time – 60 minutes
