Assignment 3

ED 205

Name: Malisha Chand ID: s11098628

 IN
TRODU
The reason my partner and I chose math and numeracy is because mathematics is
important in our everyday life. It equips us with the abilities we have to interpret and
analyse information, simplify and take care of issues, survey hazard and settle on
educated choices. Previously, maths and numeracy have been thought to be the
same, and albeit comparative, the terms and clarifications of numeracy and science
can be separated. Maths is essentially an examination of figures, figuring, capacities,
alongside geometric shapes and numeracy is the ability to comprehend and work
with numbers Mathematics and numeracy learning gives a vital establishment to the
plan of standard of early adolescence training (Trafton, P.R., and A. Andrews. 2002).
These abilities are vital for kids for being prepared for school. The science informs
that student’s excited get before they start formal tutoring has critical consequences
for school execution and future profession alternatives. In year one project math
skills are presented through day by day schedules and teachers offer with students,
numbering steps, shapes and formal maths direction that begins in school.
Understanding the advancement of math and numeracy in early childhood includes
thoughtful, both how children come to comprehend the fundamental quantitative
relations that numbers offer with different sorts of amounts and how kids can
comprehend the parts of numbers that separate it from different sorts of amounts.

Centre: LDS Primary Kindergarten

Date: 20th April 2016

Topic of inquiry: Maths & numeracy

Theme: Sand collage of SHAPE

Time: 15 – 20 mins

Age: 6 years

Aim: To help and encourage children to develop Physical, social, cognitive, language, mathematical,
scientific and artistic skills.

Developmental skills use: physical development, gross motor, fine motor, language skills, social
skills.

Learning outcome: At the end of this activity children will be able to recognize shapes, how many sides
and corners each shape has, should be able to do sand collage in shape of square, triangle, circle, and
rectangle.

Environment setup: space, time.

Material: Props in shape of Square, Circle, Rectangle, and triangle, Glue, A4 paper, pencil, Sand, paint
brush for glue.

Learning Centre/Activity: Outdoor activity (in yard)

Procedure

Step 1

 Gather children in front yard area

 Introduce the activity using blocks in shape of square, triangle, rectangle and circle
 Discuss the activity
 Demonstrate what need to be done
 Allow students to draw shapes

Step 2

 Let the activity of sand collage begin

 Let them communicate
 Collect the paper when they finished with activity
 Clean up

Step 3

 Ask Children to name the shapes

 Ask children how many sides and corners each shape has
 Allow children to talk about the Shapes among themselves and to ask questions.
 Ask children colors of shapes that they have painted
Observation Strategies

Observation method used is documentation (face to face interaction, taking photos and asking
questions)

Teachers Role

 To prepare the activity

 Prepare all the materials needed for the activity
 Provide enough resource materials for each child
 Observe children
 Encourage children to recognize the shape
 Help child identify how many corners and sides are in each shape
 Should ensure safety for all students
 Carry out the activity on child interest based.
 Create awareness to parents and community on importance of SHAPES.

Question asked during activities

 Name some shape you know?

 Did you enjoy painting?
 What is the name of your favorite shape?
 How many sides those shapes has
 How many corners the shape has?
 Have you seen those Shapes before?
 Where did you see the shapes?
 Can you show any Shape around the room?

Evaluation

What worked?

___________________________________________________________________________
___________________________________________________________________________
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What needs Changing?

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Questions to be asked after the activities

Did you like doing sand collage?

Did you enjoy playing with the sand?

What did you see?

How many sides a square, triangle, circle and rectangle has?

How will I assess my own teaching?

By observing

By asking questions

By having open ended questions

By giving children time to share ideas

By giving the student a chance to take turn in holding the prop

How will I assess children’s learning?

Having picture n prop talk

Observing their communication amongst themselves

Let children explore the activity and do what they understood

By giving children different kinds of examples to see if they recognize the shapes

By singing a song based on Shapes and asking open ended questions

Words that children learnt

 Heavy
 Light
 More
 Less
 Full
  Empty
 Little
 Big

Technology

 Phone to take pictures

 Use of internet for research
 Face to face interaction
Feedback for lesson plan
 IMPLEM
ENTATI
This activity (sand collage of shapes) was carried out in latter day saints primary school with class
one students. The activity was conducted outdoor in the yard. The activity was demonstrated to
students by drawing shapes (square, circle, triangle and rectangle), applying glue with paint brush,
and then sprinkling the sand on top of the glued area, to make sand collage of shape, the students
were allowed to start the activity while the teacher got opportunity to observe what students do
and say. The interesting moment was when students started talking among themselves using words
such as, plenty, big, small, and little. The students also started counting the shapes, sides and
corners.
 Evaluation

Numbers and Counting is the most huge piece of mathematic. Early presentation to
numbers and tallying exercises will elevate kids to comfort with these abilities. The
chances to hone these abilities will expand youngsters' certainty when working with
math and numeracy ideas and will persuade that they are great in numbers and
checking (Trafton, P.R., and A. Andrews. 2002). Accordingly, if a youngster can
perceive the 10 numerals and know every numeral's name, he/she can create
comprehension of sum every numeral speaks to. "Checking gives youngsters more
grounded establishment when they begin school". Tallying is additionally vital piece
of early arithmetic and an expertise required in the everyday lives. Guardians and
educators can likewise create tallying aptitudes through basic jigsaws, which is
perfect for more youthful youngsters, for example, wooden numbers. Numbers
arrangement should be drilled and created.

Instructors to bolster students numerical ideas and technique through assortment of

suitable encounters and showing procedures, Teachers ought to guide kids in seeing
association of thoughts inside science and additionally with different subjects,
building up their scientific information for the duration of the day and over the
educational modules (Starkey, P., E.S. Spelke, and R. Gelman. 1990). Showing
instruction programs must incorporate consideration regarding the arithmetic
segment of early youth programs. Subsequently, maths and numeracy in the early
years is critical and showing practice ought to lay on a strong comprehension of both
science and the improvement of youthful kids Evaluation

During the activity, the main focus was to get the children participate and contribute
their ideas in the activity. This activity was about Math and Numeracy, where it was
demonstrated to students to, draw shapes, apply glue, and sprinkle sand in order to
create sand collage.

Students cooperated well as they followed the rules of curriculum and teaching
practices strengthens children’s problem- solving reasoning processes, representing,
communicating, and connecting mathematical ideas. This teaching promotes
proficiency and other mathematical processes are consistent. Problem solving,
reasoning, communication, connections will make it possible for the children to
acquire content knowledge. 
Reference

Bowman, B.T., M.S. Donovan, & M.S. Burns, eds. 2001. Eager to learn: Educating our
preschoolers. Washington, DC: National Academy Press.

Starkey, P., E.S. Spelke, & R. Gelman. 1990. Numerical abstraction by human infants.
Cognition 36: 97–128

Trafton, P.R., & A. Andrews. 2002. Little kids—Powerful problem solvers: Math stories
from a kindergarten classroom. Portsmouth, NH: Heinemann.
Sand collage of
shapes
Appendix