Jessica Narcisi 110118285

Describe context for learning:

The following activities are designed for a group of 90 (two groups of 40+) children between the ages three and five. The children
are at a category two school. The preschool consists of children with a wide range of abilities as well as a range of cultures. There
are also a number of children who have been identified as being on the Autism spectrum. There are more female children than
there are boys. I am unsure how the children have been taught mathematics so far being on placement so little. From what I have
observed the educators try to incorporate it in their everyday play activities, mostly being counting. I have also noticed that
educators do provide children with some mathematical activities such as patterning on their activity tables some days. There is
little instruction given to children about these activities. Children have access to both indoor and outdoor play areas with small
structured group time at three different parts of the day (before snack, after lunch and before home time.

Learning Area: Mathematics Year level: Preschool 3-5year old

Date: 2017
Strand: Number and Algebra Connections across other strands:

Sub strand: Number and Place value

Connections with:
Early Years Learning Framework (EYLF): General Capabilities (ACARA):
Outcomes 4 & 5 literacy, Numeracy, Critical and Creative thinking, intercultural
understanding
Numeracy Indicators:
I quantify my world,

The learning focus: Number

Learning intention/s:
- Establish understanding of the language and processes of counting by naming numbers in sequences, initially to and from 20,
moving from any starting point (ACMNA001)
- Connect number names, numerals and quantities, including zero, initially up to 10 and then beyond (ACMNA002)
- Subitise small collections of objects (ACMNA003)
- Represent practical situations to model addition and sharing (ACMNA004)
- using a range of practical strategies for adding small groups of numbers, such as visual displays or concrete materials
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Prior Knowledge:
It is important for educators to gain an understanding of childrens prior knowledge before teaching a certain topic so that they
arent teaching children something that they already know or that is beyond their level of understanding (Macmillan 2009).
For the area of number and algebra I have conducted some mini prior knowledge activities where I have managed to gain some
insight as to what level some children in particular are at. The prior knowledge activity that was done was to assess how well
children can count concrete objects in front of them. From this activity I have found that there is a wide range of abilities within the
preschool. Some children are able to count and identify numbers easily where others are finding it challenging to count up to ten.
From this I know that I need to focus some children on basic number recognition and number sense of numbers just up to ten
where as others need to be extended with bigger groups to subitise and higher numbers up to and past twenty.
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Relating maths concepts to daily or familiar tasks assist children to grasp mathematical concepts easier (DECD, 2015).

It is important for educator to model the appropriate language as through this use of mathematical language children are able to
make new connections and acquire new understandings (Macmillan, 2009).

Learning Experience Experience sequence Organisation & resources Learning

Learning Experience 1; -Introducing the topic of numbers -whole group Develop understanding of
Whole group activity; -educator read a storybook to children that -picture book number and number
Storybook is about counting/numbers e.g. The Very sequence
hungry Caterpillar
Key Questions; -book needs to allow children to do some Educator role;
How many are there? counting leader
Can we count them? -Talk about what number came first, next,
after, last

Learning experience 2: -educator seated at front of class next to -whole class group From this experience
Whole group activity; smart board -smartboard with moveable children will be able to
Identifying numbers -this activity allows children to identify numbers and pictures begin to identify number
number symbols symbols, number
-children asked to find the number x (all sequence and start
point to it) Teacher can point to wrong one subitising small collections.
Key questions; and ask is this the number x? listen to Educator role/s;
How do you know that childrens response. leader
those number of dots is -allow a child the opportunity to come up
the same as x? to the board and show the class where the
What does the number number x is
x look like? -extend this further by having the number
symbols as well as dots of a dice. Match
the number symbol to the correct number
of dots
-count out as class
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Learning Experience 3: -follow on from previous activity -small table set up with dice, With this activity children
Small group or individual -a table will be set up in the room with a laminated cards of number will be able to further
Matching numbers range of items for children to count and/or symbols with their word form develop their
match and small collection of understanding of
Key questions; -the table will first be set up for children to pictures, counters numbers, the sequence of
Can you find a explore on their own numbers
cars/amount of counters -educator will join children at the table to -one-to-one
that equal/match this observe what they are doing Educator role/s; correspondence
number? -educator to then scaffold learning mediator
towards numbers and subitising.
-ask students to match cards of the same
number, or the number on the dice to the
same numbered card symbol or the same
amount of counters
-observe and note how children go; some
children may need extra support or time to
reach these conclusions, other children will
need to be extended further using higher
numbers

Learning Experience 4: -set up a table where children have the -laminated cards with -learn how to
Small Group/individual; opportunity to practice writing numbers on number symbol write/represent numbers
Writing numbers paper with textas/pencils/crayons/paint -table with paper and -developing number
-may also want to provide children with a textas/pencils/crayons sense
sensory activity to experience writing -pain brush -developing fine motor
Key questions; numbers in a physical way; spread paint or -smocks skills
Can you write the shaving cream on table children to copy -table covered with paint or -developing writing skills
number X? numbers on card in the paint using their shaving cream
What number is this? fingers or paint brush
-children may need some prompting
Educator role/s;
Mediator, stage manager
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Learning Experience 5: -educator works one-on-one with child -cups labelled 0-10 -sequence of numbers
Sequencing (adapted -hands child cups and asks them to place -counters -number symbols
from activity on Scootle) them in order
Individual -discussion, checking to see if it is right
-educator then asks child to place counters Educator roles;
Key Questions; in each cup that matches the cups
What number comes number (cup number 3; 3 counters)
after/before x?
What comes next?
How many is that?
Do you think this looks
right?

Learning Experience 6: -as children become more familiar with -smart board Develop problem solving
Addition and Subtraction numbers and their order begin to then -relevant skills and algebraic
Whole group introduce very simple addition and pictures/dots/number thinking.
subtraction equations symbols Further increase number
Key questions; -start by completing these as a whole sense.
How do you know this? group on the smart board
Can we count them? -could use images or dots or number
symbols Educator Role;
-have problems on the smart board; one Leader, mediator
problem per slide
-thoroughly explain how to complete the
first one then allow children to solve the
next one with less help
-work out together, call on individual
students who want to, to answer the
problem
-could have multiple choice options

Learning Experience 7: -incorporating maths in to the science -tape measure Even though children will
Measurement curriculum -blocks be measuring the main
Small group -paper and textas/pencils focus will be on number.
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-children will be planting different plants in Identify if children
Key Questions; their garden Measurement and recognise different
How could we measure -for math children will be asked to measure Geometry number symbols, know
these plants? these plants at different points in time; using Using units of measurement what number comes
Is it bigger or smaller tape measures and looking at number (ACARA 2015) next/after, which is bigger
than? marks or using blocks and counting them Use direct and indirect or smaller.
How big is it? -record findings with paper and textas comparisons to decide
What else could we which is longer, heavier or
measure? holds more, and explain
reasoning in everyday
language (ACMMG006)
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Some children may need extra time/support or scaffolding to successfully complete learning experiences.
Some children will need to be extended further in the above activities which can be done through using more numbers of higher
value.
Provide children with a variety of materials and ways to answer and explore the activities.
As there are a range of different cultures present in the class learning the names of numbers, etc, in the language of these children
in the class will not only assist them in feeling safe and secure in their environment but other children will develop other areas of
development and the curriculum such as the general capability of intercultural understanding.

Identify the mathematical proficiencies the children will be engaging with as they explore these experiences:
ACARA (2015) identifies four mathematical proficiencies in their curriculum; understanding, fluency, problem solving and
reasoning. Over the course of all of the activities I believe children will have the opportunity to engage with all four proficiencies.

Assessment for Learning: What will you be noticing and assessing on the way to measure changes in childrens mathematical thinking?
What data will you collect? outline how, what and why you will assess your students and what potential feedback you may give.

I believe that assessment is important for educators to identify how children are progressing as well as those children who need
extra support. During these particular activities, the main type of assessment will be formative and will be ongoing. The assessment
will consist of observations and anecdotal records of individual students and their performance and effort to solving the problems
as well as checklists of the different __ they have met, e.g. can count up to 20, knows what number comes before/after x, can
subitise small collections, etc. Assessment is an important part of the planning cycle (DEEWR 2010). It is important to not only assess
and reflect on what the children have learnt during the experiences but also on how successful your own teaching practice went
so that I am able to adjust my plans for more successful implementation in the future.

Identify the aspect of the achievement standard this learning relates to:

ACARA (2015) outlines that the achievement standards for the Number and Algebra strand are as follows;

- By the end of the Foundation year, students make connections between number names, numerals and quantities up to 10.
- Students count to and from 20 and order small collections.

What information could you gather to inform you about the childrens learning?
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The information that I am able to gather from the activities allows
Teacher resources;
Both Macmillan (2009) and Tucker (2010) greatly informed my background knowledge of mathematics, number sense and
measurement. It is important for educators to use a range of teacher resources to
The Australian Curriculum (2015), Early Years Learning Framework (2009) and The Implementation Guidelines for indicators of
Preschool Numeracy (2015) all provided me with a framework of what needs to be taught in mathematics at a foundation level as
well as providing me with a way to analyse any observations I make to identify where students are at
The Educators Guide to the EYLF (2010) and Connor (2012) provided me with a better understanding of the planning cycle and
the role of the educator during childrens play.
ACARA (2015), along with Scootle and Tucker (2010), provided me with a range of ideas that I could potentially use with these
children or others in the future. Some of these activities I chose to adapt.

References:
ACARA 2015, The Australian Curriculum: Mathematics Foundation to Year 10 Curriculum, < http://www.australiancurriculum.edu.au/mathematics/rationale>.

Connor, J. 2012, Talk about play, Early Childhood Australia, < http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/EYLFPLP_E-
Newsletter_No1.pdf>.

Department of Education and Child Development (DECD) 2015, Implementation Guidelines for Indicators of Preschool Numeracy and Literacy in government preschools,
Government of South Australia.

Department of Education, Employment and Workplace Relations (DEEWR), 2009, The Early Learning Years Framework (EYLF): Belonging, being & becoming, Commonwealth
of Australia, Australian Capital Territory.

Department of Education, Employment and Workplace Relations, 2010, Educators Belonging, being and becoming: Educators Guide to the Early Years Learning Framework
for Australia, Commonwealth of Australia.

Macmillan, A. 2009, Numeracy in Early Childhood: shared contexts for teaching and learning, Oxford University Press, Victoria.

Scootle 2017, Number Trains, Scootle, Education Services Australia, <http://www.scootle.edu.au/ec/p/home>.

Tucker, K. 2010, Mathematics Through Play in the Early Years, 2nd Edn., SAGE Publications, London.