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Math is a Blast in the Preschool Classroom
 

Math is a Blast in the Preschool Classroom

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    Math is a Blast in the Preschool Classroom Math is a Blast in the Preschool Classroom Presentation Transcript

    • Welcome to:“Math is a Blast in the Preschool Classroom”Presented by: Priscilla Jones
    • Agenda
      6:00-6:10 Welcome and Introduction
      6:10-7:45 Presentation will include:
      Objectives
      Q&A
      Discussions
      Activities
      Quiz
      7:45-8:00 Evaluations and Closing
    • Math is a Developmental Sequence
      When children are allowed to explore many objects, they begin to recognize similarities and differences of objects.
      When children can determine similarities and differences, they can classify objects.
      When children can classify objects, they can see similarities and differences well enough to recognize patterns.
      When children can recognize, copy, extend and create patterns, they can arrange sets in a one-to-one relationship.
      When children can match objects one to one, they can compare sets to determine which have more and which have less.
      When children can compare sets, they can begin to look at the “manyness” of one set and develop number concepts.
    • Objective One
      Participants will better understand the Subdomain V.A.: Mathematical Thinking through review, discussion, activities , demonstrations and questions covering the following domains:
      • A. Mathematical Processes
      • B. Patterns, Relationships, and Functions
      • C. Number Concept and Operations
      • D. Geometry and Spatial Relations
      • E. Measurement
    • Objective Two
      Participants will better understand how to incorporate the mathematical benchmarks into their everyday program as well as how to gather materials for math centers.
    • Benchmark Vocabulary
    • Exploration of Materials
      Discrete materials: things that can be counted (blocks, cookies, bears, etc.)
      Continuous materials: things that can be measured (water, sand, play dough, etc. )
      Materials can be both discrete and continuous
    • Spatial Relationships
      Understanding of positional and directional vocabulary such as:
      Up
      Down
      Beside
      Near
      Far
      Next
      After
      In front of
    • Classification
      Sorting, grouping objects into sets by size, shape, color, and purpose
    • Patterns
      Repetition of a designated item (color, block, crayon, book) or group of items. Patterns can be created, copied and extended.
    • One-to-One Correspondence
      One-to-one correspondence is matching or pairing in a one-to-one relationship.
      Example: At the lunch table there is one napkin to every child and there is one child to every napkin.
    • Thanks For Coming