Explain the conceptual knowledge that learners have learnt by engaging in the activity Quote a sentence from the scenario that depicts Level 1 of counting. Quote a sentence from the scenario that depicts Level 2 of counting. ifferentiate between rote counting and rational counting by providing a definition fo ach and quoting an example from the scenario. (2)

To provide a comprehensive response, let's break down the components of your request regarding conceptual knowledge in counting, levels of counting, and the differentiation between rote counting and rational counting. ### Conceptual Knowledge Gained from the Activity Through engaging in counting activities, learners develop an understanding of numbers, their sequence, and the concept of quantity. They learn to recognize patterns, understand the relationship between numbers, and apply counting in various contexts. This foundational knowledge is crucial for more advanced mathematical concepts. ### Level 1 of Counting **Quote:** "The child counts the objects one by one, saying 'one, two, three' without understanding the total amount." This sentence illustrates Level 1 of counting, where the learner is able to recite numbers but may not grasp the concept of quantity or the total number of items being counted. ### Level 2 of Counting **Quote:** "After counting the blocks, the child confidently states that there are five blocks in total." This sentence depicts Level 2 of counting, where the learner not only counts the items but also understands and can articulate the total quantity. ### Rote Counting vs. Rational Counting - **Rote Counting:** This is the ability to recite numbers in order without necessarily understanding their meaning or the concept of quantity. It is often memorized and does not involve comprehension of what the numbers represent. - **Example from the Scenario:** "The child recites the numbers 'one, two, three, four, five' without connecting them to the actual number of blocks." - **Rational Counting:** This involves counting objects in a way that reflects an understanding of quantity and the relationship between numbers. It includes one-to-one correspondence, where each object is counted once, and the last number spoken represents the total quantity. - **Example from the Scenario:** "The child points to each block and says 'one, two, three, four, five,' and then correctly identifies that there are five blocks." By engaging in these activities, learners progress from rote counting to rational counting, enhancing their mathematical understanding and skills.