Learning Task: <br /> Addition Story of Number 5.<br />Description:      <br />In studying the number sense and numeration...
Adopts class routines for obtaining teacher support to demonstrate learning tasks and to obtain assistance.
Understands number quantities.
Counts (counting up and down).
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Learning task activity


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Learning task activity

  1. 1. Learning Task: <br /> Addition Story of Number 5.<br />Description: <br />In studying the number sense and numeration, students learn to demonstrate an awareness of addition. To have them be able to do that, we can use the manipulatives to make stories about number. Stories are like equations where the child develops an understanding of ‘together with’ is the same of ‘+’ sign for a range of numbers (as the activity; 0+5 is the same of 5+0, 1+4 is the same of 4+1, etc). Also, they can begin writing simple equations to demonstrate the addition story.<br />Learning Task Adapted from:<br />Child Care Center Activities (Arabic Class).<br />Age Group:<br />6 and above years (but you might have a younger child who has advanced abilities)<br />Subject Area:<br />Mathematics.<br />Subject Standard: <br />Number Sense and Numeration<br />Subject Topic:<br />Addition <br />Background Information:<br />Addition is a start up for the child’s later school achievements. Not only that, but it is for their daily life experiences. Addition is not hard concept to teach it for young children, especially who are ready for the school. You have to make the experience fun for the child as much as you can so it would be easier for her. Counting by using small objects is the ideal way to have fun experience for the child. Also, starting with the small numbers is a way to get the child to have the idea behind addition topic.<br />Student Characteristics Accommodated: <br /><ul><li>Linguistic, logical mathematical and spatial intelligences are accommodated in this activity as the students solve the equation task.</li></ul>Student Learning Outcomes:<br />Demonstrating an awareness of addition (usually completed by second semester of Kg2)<br />Prerequisite Concepts, Skills, & Values:<br /><ul><li>Follows class routines for selecting, using and returning individual learning tasks
  2. 2. Adopts class routines for obtaining teacher support to demonstrate learning tasks and to obtain assistance.
  3. 3. Understands number quantities.
  4. 4. Counts (counting up and down).
  5. 5. Estimating sets with the same number of objects.</li></ul>Learning Theory & Instructional Strategies:<br /><ul><li>The activity is based upon a cognitive approach where students make links with previous experiences.
  6. 6. The activity based on the child’s ability conservation of number.
  7. 7. The teacher demonstrates the learning task for the child initially, and then the child works on his own.
  8. 8. The children construct their own understanding of addition as (5 together with 0 is the same as 5; 4+1)
  9. 9. Children are curious learners; they are in a stage where they discover the world. This activity responds to children’s way of learning through using manipulatives to seek information.
  10. 10. The activity prepares children for the academic achievements in the primary years.</li></ul>Introduction of the Learning Task:<br /><ul><li>Show the child the activity’s location on the shelf.
  11. 11. Tell the child the activity’s name.
  12. 12. One mat is enough for this activity to master on the carpet.
  13. 13. Demonstrate how to do the activity:
  14. 14. Put the strips on the mat from left to right (right to left in Arabic case).
  15. 15. Put the number 5 cards on the top of each strip (left side in English case & right side in Arabic case).
  16. 16. Then, ask the child if she know down-counting so she can demonstrate the activity by herself later on.
  17. 17. Use one color of the clips at the beginning.
  18. 18. The process is going to be like this; 5 green clips on the left side of the 1st strip, 4 green clips on the left side of the 2nd strip, 3 green clips on the left side of the 3rd strip, and so on. On the right side of the strips the red clips would be placed (0, 1, 2, counting up).
  19. 19. Model the language that used in the assessment: 5 together with 0 give us/are 5, etc.
  20. 20. Allow the child to take the initially in practicing the activity.</li></ul>Checklist of Tray Items:<br /><ul><li>6 Strips of thick paper (laminated)
  21. 21. 6 laminated cards for the number 5.
  22. 22. Box: 30 Clips (15red and 15green) two colors
  23. 23. Pieces of paper (to write the equations on)
  24. 24. A pencil and an eraser. </li></ul>Simplification Activities:<br />You can start with smaller numbers; 3 and 4, so the child will get the awareness of the addition and generalized it to bigger numbers.<br />Extension Activities:<br /><ul><li>Ask the child to write the equations on the pieces of papers (first demonstrate the process in front of her).</li></ul>Enrichment Activities:<br /><ul><li>Design electronic addition activities by using applications as Kidpix, PowerPoint Microsoft office, etc. </li></ul>Assessment Techniques:<br /><ul><li>Informal assessment:</li></ul>Observe the usage of addition idea in playing time, snack time, group time, and during the activity.<br /><ul><li>Formal assessment:</li></ul>The child identifies the receptive and expressive language (put 3 blocks with those2 ones to have 5 red blocks) <br />Feedback Suggestions:<br />Ask the child to assess her awareness about being e.g 1+4 is the same of 4+1 (and the other equations that equal/give us number 5)<br />Evaluation Rubric:<br /><ul><li>No awareness of addition; does not complete assessment of conservation of number; may say equations by rote but unable to demonstrate concretely
  25. 25. Begins to see a pattern in simple number stories/equations (5 together with 0 is the same as 5; 4+1= 5, 3+2= 5, 1+4= 5, 0+5=5); successfully completes assessment of conservation of number;
  26. 26. Begins to demonstrate concretely with manipulatives simple number stories/equations
  27. 27. Understand the pattern in simple number stories/equations (up to and including 5); successfully completes conservation of number assessment; demonstrates simple number stories/equations concretely with manipulatives; begins to write simple equations to demonstrate addition activities; begins to practice and to memorize simple number stories/equations
  28. 28. Uses equations to add (up to and including 8); writes simple equations to demonstrate addition activities;
  29. 29. practices and memorizes simple number stories/equations.</li></ul>Vocabulary:<br />Addition, count-down, count-up, together with, number story, is the same of<br />References:<br /><ul><li>The activity is adapted from the Arabic Class at Sultan Qaboos University Child Care Center.
  30. 30. Evaluation rubrics are compiled by Sue Hathway (Sultan Qaboos University Child Care Center)
  31. 31. How to Teach a Child Addition | eHow.com http://www.ehow.com/how_2038723_teach-child-addition.html#ixzz1HmiigRrj</li></ul>Comments, Hints, & Suggestions:<br /><ul><li>The activity is developing with the child; you start with smaller number 3 and you can reach number 8 or even number 10.
  32. 32. See if you need to large up the strips for the child.
  33. 33. See if you need to have just one card for the number 5 rather than having one card per a strip.</li></ul>Key Words:<br />Addition, count-down, count-up, together with, is the same of, writing equation, strips, clips<br />