ECED4080 Creating Materials for Use by Young Children                          Sample Album of Learning Task Documentation...
ECED4080 Creating Materials for Use by Young Children    •   The ability to identify similarities in shape,         sizes,...
ECED4080 Creating Materials for Use by Young Children•   The instructor asks the student questions to ensure the    studen...
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One hundred board lt

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One hundred board lt

  1. 1. ECED4080 Creating Materials for Use by Young Children Sample Album of Learning Task Documentation EntryLearning Task: One Hundred BoardDescription:Students work independently with a laminated onehundred board background to identify various types ofnumber patterns. They place small coloured geometricshapes on the one hundred board or they use an erasablemarker to highlight numbers on the board. They caneither follow a pattern rule or create an original pattern oftheir own. Student Learning Outcomes:Learning task adapted from: Spatial Sense and Geometry:http://www.amblesideprimary.com/ambleweb/mentalmat sorts and identifies two-dimensional shapeshs/countersquare.html. Number Sense and Numeration:Age Group: counts orally to…5.5 to 7.5 years Patterning:Subject Area: identifies & reproduces patternsMathematics Prerequisite Concepts, Skills, & Values:Subject Strands: • follows class routines for selecting,Spatial Sense and Geometry using and returning individual learningNumber Sense and Numeration tasksPatterning • adopts class routines for obtaining teacher support to demonstrateSubject Topic: learning tasks and to obtain assistancePatterns • recognizes paterns in the natural and man-made environmentBackground Information: • can identify patterns in sounds as wellChildren recognize patterns in the world around them. as visuallyThey see patterns in plants and animals as well as the • states the rules for patternscommercial setting. At an early age they begin to learn touse language to describe these patterns. The one hundred Learning Theory & Instructionalboard is actually just a backgroun place mat where Strategies:children can reproduce and create original patterns. At • the activity is based upon a cognitivethe lowest level they can observe how numbers change in approach where students make linkscounting numbers. They move on to skip-counting. with previous experiencesColourful shapes can be used to make patterns that have • a teacher demonstration is how therules such as ABB of ABCC. learning task commencesThe attributes of the coloured shapes can also be used tocreate chains with one or two differences as the chain is • this activity can be seen as anextended. extension of simple or short patterning exercises because it challenges the to expand patterns to cover the completeStudent Characteristics Accommodated: one hundred board. • Accommodates kinesthetic, spatial and logical mathematical intelligences.
  2. 2. ECED4080 Creating Materials for Use by Young Children • The ability to identify similarities in shape, sizes, and colours is applied here. • Children attempt to reproduce patterns with which they have experience. • Creativity and originality come into play when children are challenged to create new patterns. Introduction of the Learning Task: • Show the child how to use an erasible marker to identify numbers when skip-counting. • Demonstrate how to use coloured shapes on the board to create a simple pattern. • Ask the child which number should be A more advanced learning task: underlined or circled next. • Notice that this learning task is • Request that the child place another matching targetted at the students in the age set of coloured shapes on the board. range from five and a half to seven • Leave the child to work independently, telling and a half. him to notify you when his pattern is complete. • Many students will not be ready for this activity. Checklist of Activity Items: • Students who are familiar with the • Black feltboard use of a one hundred board will find • A blank felt butterfly. it easier. • A box or bag containing a large assortment of • Begin with an erasable marker and differently coloured shapes of a variety of sizes. and skip-counting patterns. • When the child thinks that the task is Extension Activities: too easy introduce the coloured• A variation on the challenge can consist of using shape cards to represent more different coloured shapes and creating a ‘one- complex patterns. Evaluation Rubric: difference’ chain. 1. Does not identify numerical or• Students could use attribute blocks to create one or shape patterns. two difference trains with the blocks acting as cars of 2. Makes a few errors with skip- the train. counting patterns. Sometimes• Children could use number cards to attempt to places shape incorrectly. reproduce a one hundred board without looking. 3. Creates skip-counting patterns for two, five, and ten. Creates Enrichment Activities: simple coloured shape patterns.• Students could create ‘wall-paper’ patterns using 4. Creates original skip-counting stamps and paint. patterns. Creates complex shape• Students look through magazines to identify pictures patterns. where patterns have been employed,• Students create sound patterns using musical instruments. Assessment Techniques:• Student examines the created pattern to ensure that it follows a stated rule.• Instructor observes a student while marking numbers or placing shapes on the one hundred board.
  3. 3. ECED4080 Creating Materials for Use by Young Children• The instructor asks the student questions to ensure the student pattern was a planned rather than accidental occurrence.• Instructor records the one hundred board pattern with a digital still camera to place in the child’s portfolio. Feedback Suggestions:• How can you decide which shape to put on next?• What is the reason that you placed this colour here?• How could you find the next number to be underlined/ Vocabulary: circles? pattern, skip-counting, one hundred board, shape, circle, pentagon, square, rectangle,• All of the shapes are placed correct! Which words hexagon, colour, red, yellow, blue, purple, could you use to describe your pattern? black, green, orange, pink, brown,• Now that you have identified all of the skip-counting numbers correctly, tell me about the pattern that you References: see on the one hundred board. http://www.amblesideprimary.com/amble web/mentalmaths/countersquare.html Comments, Hints, & Suggestions: • Talk to students on a regular basis about patterns in the environment, in photographs, and in art. • Ask the students to take a big overview of the one hundred board periodically rather than just focusing in on the next number of shape. Key Words: One hundred board, attribute blocks, stamp patterns, skip-counting, washable marker, erasable marker, laminate, shape, circle, pentagon, diamond, square, hexagon,

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