UNIVERSITY OF CALOOCAN CITY

Biglang Awa St., Corner Catleya St., EDSA, Caloocan City

COLLEGE OF EDUCATION

NUMERACY DEVELOPMENT
SUBJECT CODE: ECE 006
TOPIC OR LESSON 5: The Language of Math
WEEK: 6
SUB-TOPIC/S:
1.1. Math Concepts Found in the Preschool Curriculum
- Comparing words
- Positional words
- Directional words
- Sequence words
- Time
- Shape words
- Number words
1.2. Representations: The Symbols of Math
1.3. The Number Sentence

OVERVIEW OF THE TOPIC

Children use Math all day long! During every activity from counting the steps they climb, to sorting
blocks and stating “there are more red ones”, to separating the carnivores from the herbivores, children
are using Math.

Knowing the Math skills your preschoolers are developing and should be developing will help you plan
Math across your curriculum and throughout your classroom.

This module will help you identify and understand the different Mathematical concepts in the preschool
curriculum enabling you to plan and design appropriate strategies to use in executing the given
curriculum as smoothly as possible.

LEARNING
OUTCOMES
Students are expected to create activity worksheets for early graders on the different category under Math
Language words.

LEARNING
OBJECTIVES
At the end of the lesson, students should be able to:

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 a. Identify different Math concepts.
b. Understand the different words that can be used in teaching Math concepts.
c. Create manipulative materials that can be used for teaching concepts.

ENGAGE

Explain briefly how songs or music, literature and language are related and can be integrated in
teaching Mathematical concepts particularly to the early graders.

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EXPLORE

Do you still recall the first 5 topics that your Math teacher taught you when you were still an early
grader? What were those? How did teacher teach those topics?

_____________________________________________________________________________________
_____________________________________________________________________________________
_____________________________________________________________________________________
______________________________________________________________________________

EXPLAIN

MATH CONCEPTS FOUND IN THE PRESCHOOL CURRICULUM

Comparing Words

In the primary grades Math skills like rounding, estimating and comparing numbers can
often get overlooked in lieu of learning to recognize, read and write numbers. And while these
are extremely important foundational skills, it is also important that we teach our students to
work with numbers way in other ways too. Comparing numbers is one of those ways!

WHY COMPARING NUMBER IS IMPORTANT?

Comparing numbers is an important part of building a student's number sense .

Number sense is the ability for a student to recognize a number, its value and its relationship
with other numbers. It is this important last component that is built by comparing numbers.

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 Before working on comparing numbers, it is important that students have an
understanding of the numbers and their value they will be working with. This understanding
can be basic, and can include the need to use manipulatives and other hands-on tools.

Think of it like this - if you asked a student which is more, 3 or 4, the student needs to be
able to know that your word "three" means the symbol 3 which also means * * * (or the ability to
use counting skills to make that determination). The same thing can be apply with the number 4.
But once a student has this basic understanding, they are able to start learning about comparing
numbers.

Now please understand that this basic understanding of numbers is referring to the
numbers you would use for comparing numbers. An understanding of numbers to 10 does not
mean that a student is ready to compare numbers in the hundreds or thousands.

WHAT IS COMPARING NUMBERS?

Comparing numbers is the ability to determine more and fewer, greater than, less than
and equal to, and putting a group of numbers in order. Comparing numbers is a relational
number skill where students work with numbers in relation to each other.

When you think about numbers in the real world, they are often relational, and that makes
comparing numbers important. You are having a party with 10 people and purchasing a dozen
cupcakes. Do you have enough cupcakes?

You are going on vacation for 2 weeks and taking 5 shirts. Do you have enough shirts?
We might not walk around using the words "greater than" and "less than" in our day to day
speech, but we are comparing numbers all the time in our daily lives.

ACTIVITIES FOR TEACHING AND PRACTICING COMPARING NUMBERS

1. COUNTING AND COMPARING MANIPULATIVES

For young students, the absolute best way to start comparing numbers is using a hands-on
approach. Grab some number cards, an extra set of calendar numbers, playing cards (numbers
only), or even write numbers on a 3x5 card. Then grab some manipulatives like counting blocks,
mini erasers, buttons or pom poms. Have the students count out the manipulatives to make a set
for each number. It works really well to have them line up the items so they can clearly see
which one has more.

After lining up sets for each number, ask students these questions:
 Which has more?
 How do you know?
 Can you make a sentence with these numbers using the word more?
 Which has less?
 How do you know?
 Can you make a sentence with these numbers using the word less?

2. THE HUNGRY ALLIGATOR

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 For younger students, the hungry alligator is a great way to introduce the symbols for
greater than and less than. These symbols are easily turned into an alligator face. Introduce your
students to the hungry alligator who wants to eat as much as he can. When the alligator has a
choice between two numbers, it always chooses the greater number.

After introducing the alligator, make sure to have number talks using the proper
vocabulary. Morning meeting is a great time to do this. Put two numbers on the board and ask
the students to be an alligator and "chomp" the greater number. An alligator puppet is also a
great way to get students actively involved lessons on comparing numbers. They will love it and
the story approach will really help the abstractness take root.

3. CREATE A NUMBER BATTLE CENTER

Similar to the card game called "War" you can use playing cards or number cards to have
a number battle. Students can play in groups of 2, 3, or 4. Divide the cards equally amongst all
the players with the numbers facing down. At the same time, each student will turn over one
card. The player with the greatest number gets to keep all the cards from that round.

What is great about this game is that there is no limit to what numbers you can use. You
can use numbers cards for any numbers. You can even let your students create the number the
cards on 3 x 5 cards. Give each student 5 cards and have them write a number that is equal to or
less than 500 (or whatever you choose to be the highest number). Then collect all the cards and
use them to be your card deck for number battles.

4. COMPARING NUMBERS IN THE REAL WORLD

Another great way to help students learn and practice the concept of comparing numbers
is to help them connect it to real life. There's no better time to compare numbers then when you
are shopping. Use ads from the newspaper or pull up local stores and have students compare
prices on similar items to determine which the better buy is.

5. CONSISTENT PRACTICE WITH NUMBER OF THE DAY

Number of the Day is a great daily Math practice that gives students practice on a variety
of key number sense skills including comparing numbers. Students will have opportunities to
practice comparing numbers using groups, symbols, numbers lines and more. Additionally,
students will practice other number sense skills that will help them with math skills now and in
the future.

When students have the opportunity to review skills consistently and repeatedly it helps
them to master the skills. The great thing about number of the day is that it can be used in just a
few minutes each day. It makes a perfect morning work or Math warm-up activity.

Positional words

Many practitioners and parents find themselves wondering what positional language
is. Positional language (prepositions) refers to the place where something or someone is, often in
relation to other things, such as over, under, beside, or beneath.

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 When young children are in a period of rapid growth, teaching them positional words will build
their ability to follow and give directions and use language accurately.
Using props and encouraging children to physically act-out a range of positions in relation to another
object is a good way of helping support their contextual understanding.

Examples of Positional Words

Above Left Bottom End

Below Right Front In

Under Straight Near Down

On Behind Outside Inside

How to Use Positional Words

Here are some examples of how to use positional words in a sentence.

"The cat jumped on the fence."

"The frog hopped near the pool."
"The caterpillar hid beneath the leaves."
"The dog ran under the table."
"The hammock is between the trees."

A teacher may use a doll or cuddly toy to teach Positional language within Math as part of
learning about direction and using Mathematical terms. It is also taught in English (Literacy),
children may be encouraged to use positional language in their writing as they get older.

Learning Positional for Kindergarten Students

Kindergarten is a time for students to learn basic skills that they will build on throughout
elementary school and beyond. Positional words help kindergarten-age students relate to where they
are in the world around them and understand how objects relate to one another. They can be taught in
a variety of subjects during kindergarten, including Math, when learning about shapes, and language
arts, when learning about grammar.

1. Importance and common words

Learning positional words is not inherently difficult for kindergarten students, as they
use these words on a daily basis and may already know many of them prior to beginning
kindergarten. However, they are important as children become more independent, begin to
read and write and learn spatial relationships. Some common positional words and phrases
learned in kindergarten are inside, on, under, next to, behind, over, above, middle and
between.

2. Relation and play

One way that kindergartens learn positional words is by relating the concept to
themselves and their own bodies. When an adult asks a student whether his jacket is on top of

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 the desk or under the desk, she is reinforcing the use of positional words. Playing hide-and-
seek is one way that kindergarten-age students can use their bodies -- they can hide under a
table, behind a curtain or next to the piano -- learning under, behind and next to while engaged
in a game.

3. Following directions (directional words)

As kindergartens learn to listen and follow directions, they can also learn positional
words. By physically moving things in relation to positions, students pay attention to the
movements. For example, a teacher could have a shoebox with a few books around the box.
He could point out that the book to the right of the box is outside of the box and ask a student
to place it inside the box. He could then ask another student to place a different book under the
box.

4. Nursery rhymes

Kindergartens will see positional words in everyday rhymes that they may already
know. By repeating rhymes and reinforcing what characters are doing, students get a grasp on
the meaning. For example, the common Jack and Jill nursery rhyme includes several positional
words, such as up, down and after. Students can discuss the characters going up the hill, Jack
falling down the hill and Jill coming after.

Directional words

Directions can be challenging to teach however its practical uses are readily understood by
students and there are many fun activities you can incorporate into your lessons to make them more
enjoyable.

Teaching “left” and “right” to young learners

The most important thing when teaching “left” and “right” is that all the students and the
teacher be facing in the same direction. For example, the songs Hokey Pokey and The Pinocchio are
usually done in a circle, but students often end up mirroring the teacher or their classmates, meaning it
doesn’t really work as practice of “left” and “right” unless you do it in one or more straight cancan-dance-
style lines instead.

Another good example of this is with the simple game adults often play with kids of hiding
something in one of their hands and asking “Left or right?” The teacher will obviously have to do the
hiding with their face towards the children and then turn around and hold their hands up so that they are
facing the same way as the kids when they ask the question.

Sequence words

Children naturally encounter number sequences and patterns in everyday life. So when the time
comes to formally teach them as a Math topic, all you really need to do is train their brain to work out
what comes next.

What are number patterns and sequences?

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 Number patterns are a sequence of numbers with a common relationship. For example, in the
sequence 3, 6, 9, 12, each number is increasing by three. Generally speaking, once a child is confident
enough with numbers to count unassisted, they are ready to start exploring sequences.

Why are number patterns and sequences important?

At its core, Mathematics is the study of numbers and their relationship to each other. That’s why
it’s important to make sure kids have a solid understanding of number patterns and sequences before
progressing onto more complex Mathematical topics.

The ability to recognize patterns in groups of numbers will help a child develop critical thinking
skills and prepare them for more complex Mathematical operations in years to come.
And patterns are not just found in Math, but also in nature, art, and music, as well. So being able
to identify, recognize, and build upon sequences will help them in science, geography, social studies, and
other classes, too.

Top tips for teaching number sequences

Teaching Math isn’t always the easiest task in the world; some children will always take to the
topic less naturally than others. But when it comes to number patterns, there are some ways to make it
more enjoyable and engaging for everyone involved.

Teach those rhymes and games

Songs and rhymes like “One, Two, Buckle My Shoe” and “The Ants Go Marching” are fun ways
to teach kids numbers and ensure they can count without confusion. Use your fingers to count as you go
along to give them a visual aid.

Incorporate numbers into daily tasks

Numbers are everywhere, so it’s easy to take your education away from the classroom. If you’re a
Math teacher, why not take the class for a walk around the playground and look for number sequences in
trees and plants — notice how a tree tends to branch off from 1 trunk to 3 branches, to 5 smaller
branches? That’s a number sequence in action!

Patterns don’t have to be numbers

If your child is struggling a little with numbers, take a step back and first introduce patterns with
drawings. Rather than using numerals, you can make patterns out of clusters of dots. If you have a
dominoes set, that’s also a great way to demonstrate patterns in a less overwhelming way.

Time

Why Is Teaching Kids to Tell Time Important?

Knowing and telling time is an important skill that people use throughout their lives. People use
the time to get to work, make plans, schedule appointments, traveling places, cooking meals, and much
more. When kids learn about time, they discover a foundational skill that will follow them into adulthood.
When you teach the concept of time, it’s essential that your kids:

 understand the concept of time

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  know what hours, minutes, and seconds mean
 can tell the time on both digital and analog clocks

Make sure your telling time activities are fun, exciting, and (most important) age-appropriate.
Learning time is a huge milestone for children.

It can be a little confusing at times, so introduce time in manageable chunks of learning that have
a natural progression. For example, after learning time to the nearest hour in kindergarten, kids will be
ready to break that down into smaller time chunks in 1st grade by learning the half-hour. In second grade,
time can be broken down even further, with kids learning time the quarter hour and to the nearest minute.

In kindergarten, teach kids to tell time to the nearest hour, as well as time vocabulary words.
Use time of the day picture sorts, clock clip cards, designing a watch, and other hands-on activities to
teach.

Shape Words

Students may not often use shapes in their everyday conversation or English lessons but it is still
worth teaching your students certain basic shapes especially if you are going to tell them to “Circle the
correct answer.” on their worksheets or exams. Knowing basic shapes can also be useful when students
try to explain objects that they do not know the word for because if they can describe something
accurately enough, you will be able to give them the correct vocabulary word. This article provides some
ideas and activities on teaching shapes to preschool and kindergarten kids and teenagers.

How to proceed

1. Introduce shape

Drawings on the board or flashcards will be the easiest way to introduce shapes. You may
choose to only teach square, rectangle, circle, and triangle but feel free to include other
vocabulary such as star and diamond if appropriate. Use choral repetition for pronunciation
practice and drill by pointing to the drawings on the board or using flashcards. If you are only
using basic shapes and working with young learners, have them make the shapes using
specific hand gestures as they practice the words. This will help reinforce what the new words
mean.

2. Practice shapes

After practicing the vocabulary as a class, have students practice writing the words by
labeling images on a worksheet or making sentences for each image. For example, if there is a
picture of a circular clock, students can write “It’s a circle.” while if there is an image of a
photograph, students can write “It’s a rectangle.” You can also continue practicing as a class by
naming familiar objects or objects in the classroom and having students tell you what shape they
are. Students should be encouraged to use full sentences when responding to these questions.

3. Produce

At this stage in the lesson students should be able to produce their own material. You
could have them write as many objects as they can think of for each shape, for instance. You
could also conduct an activity which combines students’ knowledge of shapes, numbers,
descriptions and body parts. Assuming you have covered all of these topics, you can do

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 this activity called Monsters. Have students work in pairs sitting back to back. First give
students time to draw a monster on the top half of their worksheets. Student A will then describe
his monster to his partner while Student B listens to the description and draws a monster based on
the description he is given. Students will say sentences such as “He/She/It has one small nose. It’s
a circle.” When Student A is finished describing his monster, students should switch roles. When
both partners have described and drawn a monster, have students compare their drawings. It is
amusing to see how different they are even if students were listening carefully.

4. Review

If possible, it may be fun to get the class moving and working together. In the last
minutes of class have students position themselves to create the shape you call out. For example,
if you say “Triangle.” students should try to organize themselves into a triangle. It may be a bit of
a challenge but depending on the class, may be quite enjoyable as well. It is good to conduct
activities, such as this one, which require cooperation among your students.

Number Words

Number Names are the spellings of the names of each Numeral. For example, 5 is spelled
as ‘five’ and 20 is spelled as ‘twenty’ etc. They are also called as “Number Words”.

These Number names are usually taught in Kindergarten. Children have to memorize these
words by sight as all of them fall under the Category of Sight Words. These Number Names do not
follow any specific Phonics Rules, because they are the names of these numbers. All kinds of
nouns (names) come under Sight Words and hence they have to be memorized by sight.

We should teach these Number Names by using the Letter Names only. Even if the child is
doing Phonics, you must introduce these Number names while you start teaching Sight Words. It
becomes easier for the child to learn them.

Here are 3 hands-on activities that you can do:

1. Number Puzzles

These Number Puzzles are made up of three things – The Number, The Number
Name and the Number Quantity. These puzzles are great for starting out teaching the
number names to the child. Shuffle all the puzzle pieces from 1 to 5 – do it in the order of
increment of 5 at a time. Once the child master 5 number names then do next 5 and add
them to the previous 5 number names. Ask the child to start with numbers, its name and
then the quantity it represents.

2. Number Names Word Puzzles

These are word puzzles just like the classic game of scrabble. The puzzle pieces are
to be sorted into the correct Number Names, i.e. the correct spelling for each Number. You
can ask the child to make spellings in order of the numbers or for any random number. This
will help the child to visually see and form the spellings of the Number Names.

3. Number Names Bingo

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 It’s the classic Bingo Game, only with Number Names and Number cards.

REPRESENTATIONS: THE SYMBOLS OF MATH

The Development of Mathematical Representation

According to the research of David Sousa, children progress through three stages of
Mathematical understanding as they develop an understanding of concepts. The stages are Concrete,
Representational (Pictorial), and Abstract. It will be important to remember that each of our children
will be in a different stage of development for each concept that we are teaching, and, therefore, it is
important to differentiate the method by which the children are allowed to work with problems.
Differentiating in this way is sometimes known as the CRA (or CPA) approach. First, let's define the
different stages of development:

Concrete

All children must start here when learning Mathematical concepts. Concrete models tie
mathematics to the real world and include anything that the child can use physically to represent a
problem.

Representational/Pictorial

The representational stage provides the mental scaffolding for children to move their
mathematical understanding from concrete to abstract. In this stage, children are able to use visual or
pictorial representations to represent concrete examples. Teachers deliberately help children see how
pictorial representations tie to concrete examples.

Abstract

The abstract level of thinking represents mathematical thinking symbolically. It is important

to realize that this is the final level of understanding for children, and that we must help each child
through the first two stages before they will be able to grapple with abstract representations.
"Numerals were developed to signify the meaning of counting. Operational symbols like + and - were
constructed to represent the actions of combining and comparing. While these symbols were initially
developed to represent Mathematical ideas, they become tools, mental images, to think with. To
speak of Mathematics as at mathematizing demands that we address Mathematical models and their
developments. To mathematize, one sees, organizes, and interprets the world through and with
mathematical models. Like language, these models often begin as simply representations of
situations, or problems, by learners... These models of situations eventually become generalized as
learners explore connections between and across them" (Fosnot and Dolk, 2001)

Many lessons in kindergarten can be specifically designed to move children from one stage of
understanding to another. For example, one lesson could ask groups of children to count out objects
from a bag and then draw a picture of the objects they found (Concrete to Pictorial). The teacher
could then write the number each group found in their bags on the board (Pictorial to Abstract).

Number Sentence

Common core standards require kindergarten students to recognize and understand number
sentences. In kindergarten, this is limited to simple addition and subtraction equations. To help

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kindergarteners become familiar with number sentences, make sure the children are exposed to them
through a wide range of activities.

Large Motor Activities

Practice large motor skills by having your students line up in the correct order to represent a
simple number sentence. Give each of five children a note card with either a number or symbol on it. For
example, to create the number sentence 2+3=5, hand one child a card with the number 2, another with the
"+" sign, and the rest with the numbers 3, 5 and the "=" sign. Then, ask the children to put themselves in
the proper order to create the number sentence. Another way to practice "movement Math" is to have the
students chant, clap, stomp and slap number sentences as you practice reciting them.

Fine Motor Activities

To introduce number sentences, have students practice putting small objects into groups. Use
manipulatives such as small plastic shape blocks or tiles. Give each child the same number of
manipulatives in multiple colors, and ask the children to sort the items by color. Ask the children to count
how many of each color are in each pile. The answer might be four red shapes and three orange shapes.
Finally, talk about how 4+3=7. Ask older kindergarteners who are more familiar with number sentences
to use the manipulatives to create examples of simple equations. For example, you might ask them to sort
shapes to create a representation of 3+1=4, which might look like three triangle blocks in one group and
one rectangle block set apart from the triangle group.

Art Activities

Take advantage of your young students' imaginations by using activities to introduce and
reinforce the concept of number sentences. Read them the story of the "Three Little Pigs." Ask them to
draw a picture based on what you read. Remind them that when the wolf blew down the house of straw,
the pig ran to join his friend in the house of sticks. Give the students some twigs to paste onto a piece of
paper, and then encourage them to draw two pigs inside the house. Advanced students might write
"1+1=2" underneath the picture. Or create number sentence collages out of paper shapes or stickers such
as hearts and stars. Then ask students to write number sentences based on what they created. For example,
they might have used two star stickers plus one heart sticker, so they would write 2+1=3.

Reading Activities

You can integrate phonics with Math for multidisciplinary results. For example, ask the children
to read a simple word such as "dad." Ask them to count the number of d's in the word, and then the
number of a's. Point out that two d's plus one "a" equals three letters in the word "dad." Then, write the
equation 2+1=3 on the white board. Another way to integrate phonics and math is to go on a letter hunt in
the classroom. Ask the students to find things that start with a letter "t" and the letter "b." After counting
the number of "b" items, write that down next to the number of "t" items and create a number sentence.
Talk about how many "t" and "b" items you found as you recite the sentence.

ELABORA
TE
Based on your understanding of the lessons discussed, cite at least 3 key concepts or ideas on why is
it necessary to teach the following concepts in Preschool Math:

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a. Comparing
1.
2.
3.

b. Sequencing
1.
2.
3.

c. Positional words
1.
2.
3.

d. Directional words
1.
2.
3.

e. Time
1.
2.
3.

f. Shape words
1.
2.
3.

g. Number words
1.
2.
3.

h. Number sentences
1.
2.
3.

EVALUAT
E
Choose one Mathematical concepts that is part of the Mathematics curriculum in Preschool. Create
at least three (3) activity worksheets for your chosen concept.

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 SCOR
RUBRIC FOR EVALUATION E
3– The explanation is 2 – The explanation 1– The explanation is 0.5 – The 0–
RELEVAN

directly relevant to is relevant to the quite relevant to the explanation is not Has no
the topic. Every detail topic. Most of the topic. Only few of the clear and has a very explanation
CE

points toward the details contribute to details contribute to rough transition of

topic. the development of the development of the idea. The details are
the topic. topic. not relevant to the
topic.
3– The explanation 2– The explanation 1– The explanation 0.5 – The 0–
ARGUM
EVIDEN

shows at least 9 shows at least 6 to 8 shows at 3 to 5 explanation shows at Has no

CE/

correct/valid correct/valid correct/valid evidences most 2 correct/valid explanation

evidences to support evidences to support to support his/her evidences to support
his/her answer. his/her answer. answer. his/her answer.

2– The explanation is 1.5 – The 1– The explanation is 0.5 – The 0–

CLARITY

clear, has a very good explanation is clear, somewhat clear and explanation is not Has no
flow of discussion, has a good transition, has a rough transition clear and has a very explanation
every detail is most of the details from one idea to rough transition of
connected to each are connected to each another. ideas.
other. other.
2– The explanation 1.5 – The 1– The explanation 1.5 – The 0–
TECHNI-
CALITY

has no error in explanation has 1 to has 3 to 4 errors in explanation has at Has no

grammar, spelling, 2 errors in grammar, grammar, spelling, and least 5 errors in explanation
and punctuations. spelling, and punctuations. grammar, spelling,
punctuations. and punctuations.

OVERALL SCORE:

REFERENC
ES

Early Childhood Mathematics Fifth Edition Susan Sperry Smith Cardinal Stritch University Pearson
Education Copyright © 2013, 2009,2006,2001,1997 Pearson Education, Inc.

ADDITIONAL
MATERIALS

3 Simple Hands-On Activities to Teach Number Names to Your Kindergarten

https://ourjourneyathome.com/number-names/

How to teach directions to young learners

https://www.tefl.net/elt/articles/yl-articles/directions-kids/

How to teach kids number patterns and sequences

https://kidskonnect.com/articles/how-to-teach-kids-number-patterns-and-sequences/
How to teach shapes
https://busyteacher.org/3854-how-to-teach-shapes.html

Kindergarten Number Sentence Activities

https://www.theclassroom.com/kindergarten-number-sentence-activities-8566854.html

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Learning Positional Words for Kindergarten Students
https://classroom.synonym.com/teach-prepositions-2336900.html

Teaching the Skills of Comparing Numbers

https://www.mrsbalius.com/2020/08/comparing%20numbers.html

Telling Time Activities for Kids that are Fun and Effective
https://proudtobeprimary.com/telling-time-activities/

The Development of Mathematical Representation

https://www.kindergartenkiosk.com/kindergartenkiosk/2015/03/the-development-of-
mathematical.html

What is Positional Language?

https://www.twinkl.com.ph/teaching-wiki/positional-language

PREPARED BY:

Ms. Desiree S. Isidro

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