The document discusses different learning corners that can be set up in early childhood classrooms. It describes learning corners as designated physical areas for specific learning activities where children can work independently or collaboratively. Some key learning corners mentioned include home corner, block corner, science corner, literacy corner, numeracy corner, and technology corner. For each corner, examples of activities and required materials are provided to help children develop skills like problem solving, socialization, and exploration in a self-directed manner.
This is the Slide presentation for the Students who follow the course Development of Mathematical Skills for the Programme Certificate in Pre School Education at the Open University of Sri Lanka
This lesson plan is for a 5th grade math class to teach dividing two-digit dividends by one-digit divisors without calculators. The teacher will use boxes of tissues and example word problems to demonstrate the concepts of dividend, divisor, quotient, and remainder. Students will then complete a worksheet independently and practice with flash cards in pairs. To assess understanding, students will complete an exit card word problem about dividing marbles between brothers. The learning specialist will support students with IEPs.
Early childhood mathematics and developmentfarah1985
Humans are born with basic mathematical abilities that allow them to use simple math concepts even without a written language. Early childhood math education aims to build on these innate skills by introducing mathematical vocabulary and concepts through familiar materials and integrating math into other subjects like art, science, music, and nature. Key early math skills taught in preschool include number identification, counting, one-to-one correspondence, sorting, patterning, and classification.
The webinar will help Early Childhood Care and Education (ECCE) practitioners, to get an insight into how to make effective learning corners. It also discusses the required material that can be developed or used for these corners.
The document discusses the domain of creative arts in early childhood education. It identifies four main elements of creative arts: art, music, movement, and dramatic play. It provides examples of how children can engage with each element, such as through painting, singing songs, dancing, and pretend play. The document also offers strategies for teachers to encourage children's participation, appreciation, and development in the creative arts, including providing a variety of materials and experiences, modeling creative expression, and incorporating music from children's cultures.
The document discusses different learning corners that can be set up in early childhood classrooms. It describes learning corners as designated physical areas for specific learning activities where children can work independently or collaboratively. Some key learning corners mentioned include home corner, block corner, science corner, literacy corner, numeracy corner, and technology corner. For each corner, examples of activities and required materials are provided to help children develop skills like problem solving, socialization, and exploration in a self-directed manner.
This is the Slide presentation for the Students who follow the course Development of Mathematical Skills for the Programme Certificate in Pre School Education at the Open University of Sri Lanka
This lesson plan is for a 5th grade math class to teach dividing two-digit dividends by one-digit divisors without calculators. The teacher will use boxes of tissues and example word problems to demonstrate the concepts of dividend, divisor, quotient, and remainder. Students will then complete a worksheet independently and practice with flash cards in pairs. To assess understanding, students will complete an exit card word problem about dividing marbles between brothers. The learning specialist will support students with IEPs.
Early childhood mathematics and developmentfarah1985
Humans are born with basic mathematical abilities that allow them to use simple math concepts even without a written language. Early childhood math education aims to build on these innate skills by introducing mathematical vocabulary and concepts through familiar materials and integrating math into other subjects like art, science, music, and nature. Key early math skills taught in preschool include number identification, counting, one-to-one correspondence, sorting, patterning, and classification.
The webinar will help Early Childhood Care and Education (ECCE) practitioners, to get an insight into how to make effective learning corners. It also discusses the required material that can be developed or used for these corners.
The document discusses the domain of creative arts in early childhood education. It identifies four main elements of creative arts: art, music, movement, and dramatic play. It provides examples of how children can engage with each element, such as through painting, singing songs, dancing, and pretend play. The document also offers strategies for teachers to encourage children's participation, appreciation, and development in the creative arts, including providing a variety of materials and experiences, modeling creative expression, and incorporating music from children's cultures.
Connect with Maths Early Years Learning in Mathematics is an online community to support the teaching and learning of mathetmatics Birth to 8 years old. This presentation by Louise Hodgson, a mathematics specialist addresses counting principles in early years learning.
The document discusses the development of early mathematical concepts in young children. It explains that math skills like classification, seriation, number sense, and spatial reasoning emerge from concrete experiences with objects. These include sorting objects, ordering items, counting small quantities, and understanding spatial relationships. For math skills to develop, early childhood environments should provide opportunities for children to explore, compare, and manipulate a variety of materials through activities focused on patterning, measurement, and logical reasoning.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
This document discusses the importance of learning mathematics at the elementary level. It covers Piaget's stages of development, the development of key mathematical concepts like numbers, measurement, and spatial thinking. It also discusses how children best learn mathematics through manipulation, representation, problem solving, and avoiding mathematics phobia. The document emphasizes making mathematics learning pleasurable through games, activities, discussions and relating it to other subjects.
The document discusses several approaches to teaching mathematics: inquiry teaching which involves presenting problems for students to research; demonstration which involves the teacher modeling tasks; discovery which involves active roles for both teachers and students; and math-lab which has students work in small groups on tasks. It also discusses techniques like brainstorming, problem-solving, cooperative learning, and integrated teaching across subjects.
This lesson plan aims to teach students to skip count by 5 through 100. The teacher will review the previous lesson and motivate students with an activity counting candies on a game board from 1 to 100. Students will then play the game in groups, counting candies by 5 to find patterns. The teacher will guide students to count aloud by 5s to 100 and explain that they are learning to skip count in 5s. Finally, students will practice filling in missing numbers and skip counting to 100 on their own.
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The document summarizes guidelines for establishing an early learning environment that promotes active learning through interest areas and materials. It recommends (1) dividing space into well-defined interest areas like blocks, art, books, and outdoor play with (2) plentiful, open-ended materials available to engage children in exploration and pretend play. Adults should (3) organize the environment, materials, and interest areas flexibly to accommodate children's changing interests and development while actively supporting learning.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
This document appears to be collecting personal information from an individual, asking for their name, age, address, gender, marital status, place and date of birth, telephone number, and nationality. The questions are formatted in a list to systematically gather these key biographical details.
This document discusses different math manipulatives that are useful for teaching primary grade students math concepts in engaging hands-on activities. It describes how manipulatives like pattern blocks, wooden blocks, Unifix cubes, base-10 blocks, fraction circles, two-sided counters, geoboards, 3D geometric solids, unit cubes, and a 100 pocket chart can be used to teach concepts like number sense, operations, fractions, geometry, and patterns through activities like games, building, and exploration. The document emphasizes that manipulatives make math more concrete and help visual and kinesthetic learners understand abstract ideas.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
This document contains sight words lists for assessing kindergarten student reading progress over four grading periods. It includes lists of sight words for the first, second, third, and fourth nine weeks with spaces to record the student's assessment dates for each period.
This document provides examples of how to use a Brace Map thinking tool. The Brace Map is used to organize relationships between physical objects by breaking them down into their components. It encourages a deeper analysis by making parts of an object "smaller" and more specific. Examples shown include using the Brace Map to describe parts of sentences in English class, components of exercises in physical education, and types of nouns in a grammar lesson. The map is meant for analyzing concrete physical relationships between objects.
Characteristic of Effective Early Childhood TeacherManilyn Macalalad
Effective early childhood teachers display 12 key characteristics: passion for their work, perseverance, a willingness to take risks and try new approaches, pragmatism in picking their battles, patience, flexibility to deal with change, respect for children and families, creativity, authenticity, a lifelong love of learning, high energy, and a sense of humor.
This lesson plan aims to teach students about tessellations. It defines tessellations as repeated geometric designs that cover a plane without gaps or overlaps. The lesson will have students identify tessellations, draw tessellating shapes, and recognize famous artist M.C. Escher's use of tessellations. Students will learn that regular polygons like squares and hexagons can tessellate, while irregular shapes cannot. Additionally, semi-regular tessellations combine regular polygons. To conclude, students will apply their understanding by creating their own tessellating patterns using provided materials.
The document discusses gradients and y-intercepts of lines, and their use in writing equations of lines in the form y=mx+c. It provides examples of finding the gradient and y-intercept of lines given in various forms, and exercises involving rearranging lines not initially in y=mx+c form and determining their gradients and y-intercepts.
7 Rational Expressions Solving Equations Mar 17mskarras
Rational expressions are equations that contain variables in denominators. There are four key steps to solving rational equations: 1) factor the equation if needed, 2) find the lowest common denominator (LCD), 3) find non-permissible values, and 4) multiply both sides by the LCD to obtain an equivalent equation that can be solved. It is important to check any solutions obtained to ensure they are not extraneous roots. Several examples demonstrate applying these steps to solve different types of rational equations.
Connect with Maths Early Years Learning in Mathematics is an online community to support the teaching and learning of mathetmatics Birth to 8 years old. This presentation by Louise Hodgson, a mathematics specialist addresses counting principles in early years learning.
The document discusses the development of early mathematical concepts in young children. It explains that math skills like classification, seriation, number sense, and spatial reasoning emerge from concrete experiences with objects. These include sorting objects, ordering items, counting small quantities, and understanding spatial relationships. For math skills to develop, early childhood environments should provide opportunities for children to explore, compare, and manipulate a variety of materials through activities focused on patterning, measurement, and logical reasoning.
Presentation ( Mathematics) teacher only dayGavin Clark
This presentation was created by Annie Leitch our lead teacher of Mathematics at Pekerau School. It certainly challenge our thinking on Mathematics teaching and learning.
This document discusses the importance of learning mathematics at the elementary level. It covers Piaget's stages of development, the development of key mathematical concepts like numbers, measurement, and spatial thinking. It also discusses how children best learn mathematics through manipulation, representation, problem solving, and avoiding mathematics phobia. The document emphasizes making mathematics learning pleasurable through games, activities, discussions and relating it to other subjects.
The document discusses several approaches to teaching mathematics: inquiry teaching which involves presenting problems for students to research; demonstration which involves the teacher modeling tasks; discovery which involves active roles for both teachers and students; and math-lab which has students work in small groups on tasks. It also discusses techniques like brainstorming, problem-solving, cooperative learning, and integrated teaching across subjects.
This lesson plan aims to teach students to skip count by 5 through 100. The teacher will review the previous lesson and motivate students with an activity counting candies on a game board from 1 to 100. Students will then play the game in groups, counting candies by 5 to find patterns. The teacher will guide students to count aloud by 5s to 100 and explain that they are learning to skip count in 5s. Finally, students will practice filling in missing numbers and skip counting to 100 on their own.
The document outlines the importance of music and movement in early childhood education. It discusses how music and movement activities promote development across domains like cognitive, language, social-emotional, and physical skills. The document provides examples of music and movement activities for different age groups. It also emphasizes the teacher's role in facilitating music, ensuring accessibility to musical instruments, and incorporating diversity and various cultures through music.
This presentation is intended for Daycare teachers and Early Childhood Education major pre-service teachers. This will guide you on the "what" of assessment in the context of ECCD. In short, the basics.
The document summarizes guidelines for establishing an early learning environment that promotes active learning through interest areas and materials. It recommends (1) dividing space into well-defined interest areas like blocks, art, books, and outdoor play with (2) plentiful, open-ended materials available to engage children in exploration and pretend play. Adults should (3) organize the environment, materials, and interest areas flexibly to accommodate children's changing interests and development while actively supporting learning.
This document provides an overview of creative learning activities for young children. It defines key terms like learning activities and learning areas. It discusses various preschool curriculums and the learning areas/standards in preschool, including language, science, mathematics, physical education, and more. It also addresses developmentally appropriate activities in preschool like various types of play. Finally, it discusses selecting developmentally appropriate materials for young children and reflects on designing preschool activities and environments that suit children's needs.
This document appears to be collecting personal information from an individual, asking for their name, age, address, gender, marital status, place and date of birth, telephone number, and nationality. The questions are formatted in a list to systematically gather these key biographical details.
This document discusses different math manipulatives that are useful for teaching primary grade students math concepts in engaging hands-on activities. It describes how manipulatives like pattern blocks, wooden blocks, Unifix cubes, base-10 blocks, fraction circles, two-sided counters, geoboards, 3D geometric solids, unit cubes, and a 100 pocket chart can be used to teach concepts like number sense, operations, fractions, geometry, and patterns through activities like games, building, and exploration. The document emphasizes that manipulatives make math more concrete and help visual and kinesthetic learners understand abstract ideas.
There are several key points about play-based learning discussed in the document:
1) Play-based learning is defined as learning through play activities, though there is no single agreed upon definition.
2) Play contributes to brain development by shaping brain structure and strengthening pathways.
3) Both educators and parents recognize benefits of play-based learning for children's development of social, cognitive, and language skills, as well as independence and confidence.
4) However, some parents perceive play-based learning negatively and prefer more traditional, standardized testing approaches they believe better prepare children for academics.
This document contains sight words lists for assessing kindergarten student reading progress over four grading periods. It includes lists of sight words for the first, second, third, and fourth nine weeks with spaces to record the student's assessment dates for each period.
This document provides examples of how to use a Brace Map thinking tool. The Brace Map is used to organize relationships between physical objects by breaking them down into their components. It encourages a deeper analysis by making parts of an object "smaller" and more specific. Examples shown include using the Brace Map to describe parts of sentences in English class, components of exercises in physical education, and types of nouns in a grammar lesson. The map is meant for analyzing concrete physical relationships between objects.
Characteristic of Effective Early Childhood TeacherManilyn Macalalad
Effective early childhood teachers display 12 key characteristics: passion for their work, perseverance, a willingness to take risks and try new approaches, pragmatism in picking their battles, patience, flexibility to deal with change, respect for children and families, creativity, authenticity, a lifelong love of learning, high energy, and a sense of humor.
This lesson plan aims to teach students about tessellations. It defines tessellations as repeated geometric designs that cover a plane without gaps or overlaps. The lesson will have students identify tessellations, draw tessellating shapes, and recognize famous artist M.C. Escher's use of tessellations. Students will learn that regular polygons like squares and hexagons can tessellate, while irregular shapes cannot. Additionally, semi-regular tessellations combine regular polygons. To conclude, students will apply their understanding by creating their own tessellating patterns using provided materials.
The document discusses gradients and y-intercepts of lines, and their use in writing equations of lines in the form y=mx+c. It provides examples of finding the gradient and y-intercept of lines given in various forms, and exercises involving rearranging lines not initially in y=mx+c form and determining their gradients and y-intercepts.
7 Rational Expressions Solving Equations Mar 17mskarras
Rational expressions are equations that contain variables in denominators. There are four key steps to solving rational equations: 1) factor the equation if needed, 2) find the lowest common denominator (LCD), 3) find non-permissible values, and 4) multiply both sides by the LCD to obtain an equivalent equation that can be solved. It is important to check any solutions obtained to ensure they are not extraneous roots. Several examples demonstrate applying these steps to solve different types of rational equations.
Solving rational equations involves identifying values that result in no solution, finding the lowest common denominator (LCD) to clear fractions, multiplying both sides by the LCD, solving the numerators, and rejecting values that don't solve the original equation. The document provides examples of solving rational equations by finding the values where the denominator equals 0, determining the LCD, clearing fractions by multiplying both sides by the LCD, solving the numerators, and checking solutions. More complex examples may require using factoring to find the LCD.
This document provides an overview of high school math concepts related to rational numbers and fractions, as outlined in the Common Core State Standards. It includes:
1) A breakdown and comparison of specific standards for The Real Number System (N-RN) and Arithmetic with Polynomials and Rational Expressions (A-APR) and their alignment with Washington Performance Expectations.
2) Examples of common student misconceptions related to these standards and potential resources to address them.
3) Sample problems and online lessons for practicing skills such as rewriting expressions with rational exponents, adding and multiplying rational expressions, and creating equations to represent real-world situations.
This document provides instructions and examples for solving rational equations. It explains that multiplying both sides of a rational equation by the least common denominator eliminates all fractions. Students are warned to check for extraneous solutions. Examples show solving simple rational equations by cross-multiplying when only one fraction is on each side, and using factoring and the LCD when the equation is more complex. Practice problems are included for students to try.
Evaluating and Developing the Early Education Pilot for Two Year OldsMike Blamires
- The document summarizes an evaluation of a UK pilot program that provided free early education to disadvantaged two-year-olds.
- The evaluation found the pilot successfully targeted disadvantaged children but around half of the control group also received childcare.
- Children who attended higher-quality settings saw positive impacts on language and relationships, but most provision was only adequate.
- Based on the findings, the national program was expanded and eligibility criteria were standardized to focus more on economic disadvantage. Quality standards were also strengthened.
Amanda Stirrat outlines strategies for engaging with schools and early years settings on health promotion initiatives. She recommends starting with an introductory letter and follow up meetings to understand each setting's priorities and barriers. From there, the health promotion officer should help the setting establish a working group to develop an action plan for their top priority. Ongoing support includes templates, resources, incentives, and celebrating successes to keep settings motivated in working through criteria over time. Key learnings are that settings are busy, so the approach needs to be simple and build on existing efforts, starting with easily achievable goals.
Primary and Secondary research for veganuaryLee Morrell
The document contains research from surveys about attitudes towards veganism. It includes summaries of responses to questions about why people are or aren't vegan, what they find appealing or unappealing about vegan diets, and how long people would be willing to try a vegan diet. The research findings suggest that animal welfare is important to vegans, while non-vegans cite food restrictions as a barrier, and that people are most interested in short-term vegan trials. Validation notes acknowledge the small sample size but see potential ways to apply the learnings to a Veganuary campaign.
Holding early years providers to account: implementation and impact of Ofsted...Ofsted
Jane Wotherspoon HMI, National Lead for the Early Years Foundation Stage, spoke at 'Next steps for early years - extending provision, building capacity and developing the workforce': a Westminster Education Forum event on 19 April 2016.
Outdoor Activities, Plan for Success: Early Years Outdoors Learning KlausGroenholm
This document provides guidance on creating successful outdoor learning and play experiences for early years children. It discusses the benefits of outdoor activities in developing children holistically. Well-designed outdoor spaces should include areas for different types of play, growing plants, and shelter from weather. The document also provides examples of outdoor activities that support children's wellbeing, such as using their senses, growing food, building dens, cooperative art projects, and physical games. Adults are encouraged to support children's learning outdoors by building on their interests without imposing their own agenda.
This document provides information about the development of two-year-olds. It discusses their social, emotional, physical and intellectual development. Some key points are that two-year-olds are becoming more independent, can say 2-3 word sentences, and enjoy simple activities like books, songs and play. The document also gives caregivers ideas for interacting with two-year-olds, such as encouraging language development, providing sensory activities and handling tantrums calmly.
High Quality Learning Environment in the EYFSAnna Cylkowska
Early Years Foundation Stage is art of attracting children’s attention, through creating a stimulating and inspiring learning environment. The role of Early Years teachers is to provide children thought provoking, engaging and challenging activities; to support and extend their learning. As Froebel nicely said ‘play is the work of a child’; thus Early Years practitioners should thoroughly prepare activities to intrigue children to explore their surrounding environment. Play encourages hands on approach, enriches children’s firsthand experiences and expands their intellectual growth. Practitioners’ imagination and creativity in preparing indoor and outdoor provision support competent and confident learners. High quality learning environment contributes to child’s development and incorporates all six areas of learning, according to English Curriculum. Play based learning develops problem solving skills and supports children’s understanding of the world. Inspirational activities initiate interaction and become the best opportunity for language acquisition for those learners whose English is a second language.
Mathematics has been used since ancient times, first developing with counting. It is useful in many areas of modern life like business, cooking, and art. Mathematics is the science of shape, quantity, and arrangement, and was used by ancient Egyptians to build the pyramids using geometry and algebra. Percentages can be understood using currency denominations, and fractions can be seen by dividing fruits and vegetables. Geometry, arithmetic, and calculus are applied in fields like construction, markets, engineering, and physics. Mathematics underlies structures and is important for careers requiring university degrees.
This slide was presented by the Maths Department of Cochin Refineries School for the Inter-School workshop conducted as a part of World Mathematics Day celebration. "Mathematics in day to day life"
Final lesson plan in Math (4A's Approach)Joseph Freo
1. The document outlines a teacher's daily lesson plan on teaching students about the formula for calculating the area of triangles.
2. The lesson includes an opening prayer and greeting, reviewing the previous lesson on parallelograms, a hands-on activity to discover the triangle area formula, worked examples, and a short quiz as homework.
3. Key points covered are that the area of a triangle is one-half the area of the rectangle or parallelogram upon which it is based, and the formula for calculating triangle area is 1/2 x base x height.
If two and three year olds can, so can you!gathyus
This document summarizes a conference presentation about implementing restorative practices with young children. It includes:
- Videos showing daycare staff practicing restorative questions like "What happened?" and "How did that make you feel?" with children ages 2-3 after a conflict.
- A video demonstrating an impromptu problem-solving circle facilitated by an adult following a disagreement between children in a sandbox.
- A video clip of a mother checking in with her child at the start of a daycare session using restorative practices.
- An audio extract describing how a problem-solving circle was used when parents were dissatisfied with a family learning session at the daycare.
The document summarizes a conference on restorative leadership and organizational change. It discusses key questions around what organizational change looks like on different levels and the challenges, barriers, and how to develop restorative leadership styles. It emphasizes the importance of relationships in change processes and outlines 5 key steps to building a restorative organization including establishing a strategy, research and evaluation, self-evaluation, performance management, and an implementation plan. Finally, it provides contact information for the Hull Centre for Restorative Practice.
Ofsted inspection: Putting learning first conference January 2017Ofsted
Sean Harford, Director, Education, gave this presentation at the conference in Ilminster, Somerset on Wednesday 18 January 2017. It covers headline messages about Ofsted inspection and debunks Ofsted myths.
The document discusses the behaviorist theory of learning. [1] Behaviorism assumes that learning is influenced by environmental stimuli and responses are reinforced through positive and negative consequences. [2] Important behaviorist theorists include Ivan Pavlov, who studied classical conditioning in dogs, and B.F. Skinner, who developed operant conditioning using reinforcement and punishment. [3] Teachers can apply behaviorist principles by breaking tasks into small steps, providing clear instructions, and using positive reinforcement.
This article discusses three ways to improve number sense for students with disabilities:
1. Provide concrete experiences with numbers by having students count real objects to develop an understanding of quantities.
2. Teach math skills until mastery by providing feedback and opportunities for students to practice and solve problems.
3. Develop language skills in math by teaching mathematical terms and symbols and having conversations that connect math to students' lives.
The document provides early math lesson plans for teaching preschoolers numbers and counting, left/right orientation, and geometry. It includes books, objectives, vocabulary, and activities for each topic. For example, one lesson teaches counting to 5 by using colored tiles and another has children grouping toy bugs into cages numbered 6-10. The reflection notes that the preschoolers needed more scaffolding than expected to use materials mathematically. Slowly introducing concepts over multiple days in different contexts helps children connect topics to play.
Number sense refers to an intuitive understanding of numbers and their relationships. It develops through exploring numbers in various contexts and relating them in flexible ways. The document discusses key components of number sense development in early grades, including prenumber concepts like patterning and sorting, counting principles like one-to-one correspondence and cardinality, rational counting strategies, and understanding relationships among numbers through benchmarks and part-whole relationships. Effective instruction focuses on developing these foundations of number sense through clear models, guided practice, and review.
This document discusses key mathematical concepts that can be taught through play-centered learning in early childhood education. It outlines concepts like spatial relationships, quantities, shapes, patterns, problem solving, and number sense that children can explore through play with blocks, clay, sand, water and other open-ended materials. It emphasizes arranging the physical space and selecting open-ended materials to support children's play and development of mathematical understanding.
Number sense refers to a group of key math abilities. It includes the ability to understand quantities and concepts like more and less. Some people have stronger number sense than others.
Connect with Maths Early Years Learning in Mathematics Webinar series - Mathematical Thinking in the Early Years ( Part 2) Supporting children as mindful mathematicians presented by Louise Hodgson.
This presentation is focused on key mathematical processes - problem solving, reasoning and proof, communication and connections and habits of mind such as curiosity, imagination and persistence which together are as important as mathematical content in a high quality early childhood mathematics program. Practical strategies will be discussed to support young children to develop reasoning which is central to learning about mathematics.
This document provides guidance for teaching math concepts to young children. It emphasizes using concrete and manipulative materials to teach concepts like numbers, counting, measurement, patterns, shapes, money, and time. Social interaction and a positive attitude are important. Mistakes are a natural part of learning. Concepts should relate to children's lives and build on their prior knowledge and interests.
Educ 457 Lesson Plan #3: Grow, Worm, Grow!Ashley Ambers
This lesson plan involves preschool students counting dots on a worm template from 0 to 20. The teacher will introduce the activity by discussing worms. Students will then count out and place at least 20 dots on their worm template. The teacher will monitor students and have them count out loud to check their work. An assessment sheet will track if students can correctly count sequences to 10 and 20. The goal is to practice number sense and counting skills up to 20.
- Historical data shows that many students struggled with basic math skills like fractions and division in the past, even before calculators were available, showing conceptual understanding has long been a challenge.
- Research demonstrates that the brain is malleable and an enriched learning environment is key to maximizing students' potential. Problem-solving approaches to math instruction that focus on sense-making and communication of ideas have been shown to develop students' "mathematical power" and belief in their own math abilities.
- Effective math lessons involve students collaboratively solving problems and sharing their work, while teachers clarify concepts. Computation is still important but should be taught after conceptual understanding, and parents can support math learning at home through everyday activities.
Today's agenda includes a math lesson covering personal strategies for addition, subtraction, multiplication, and division. The schedule also includes a nutrition break, looking at virtual manipulatives and resources, lunch, and an assessment period. The document discusses teaching math concepts conceptually rather than procedurally and the importance of understanding operations rather than just memorizing computations. It provides examples of story problems and strategies adults use to solve math problems informally in everyday life.
The lesson plan is for a math class focusing on one-to-one correspondence. Students will practice matching objects like chairs and children to learn that each object should have a single match. They will play a game rolling dice and collecting teddy bears to compare quantities more, less or the same. Assessment involves students touching objects and stating the number names correctly to demonstrate understanding of one-to-one correspondence.
This document summarizes Evie's digital portfolio covering pre-number concepts and place value/mental computation from weeks 5-6. It includes:
1) Descriptions of the key concepts covered in each week such as sorting attributes, ordering, patterning for pre-number concepts and place value, numeration, mental computation for weeks 5-6.
2) Explanations of concepts, skills, and strategies for topics like sorting by attribute, number sense, numeration, mental computation, and place value.
3) Examples of teaching strategies and resources that could be used to teach topics such as patterning activities, assessing mental computation abilities, and using base 10 blocks/number lines for place value
Probability and statistics as helpers in real lifeTarun Gehlot
1) Probability and statistics are important topics that help us understand chance and make predictions about the world. They are used across many fields from science to economics.
2) Teachers can use hands-on activities to help students understand concepts like probability, mean, median, and mode. Examples include coin tosses, drawing cards, and analyzing data sets.
3) Statistics and data analysis are especially challenging for English language learners. Teachers should provide opportunities for students to practice key concepts in their native language when possible.
The document outlines the calculations policy of the North Norwich Cluster. It discusses how math should be taught for understanding rather than just procedures. Children should experience math through language, pictures, and hands-on activities to develop their own understanding at their own pace. The policy explains the progression of different calculations, from addition and subtraction to multiplication and division. It provides examples of models and images to help children visualize different math concepts and build understanding, such as using objects, number lines, and part-whole models to teach addition and subtraction.
The document discusses the importance of communication and collaboration in mathematics learning. It notes that learning is a social process, and that students learn best when they can communicate their mathematical thinking and evaluate the strategies of others. Discussing mathematical ideas helps students organize and reflect on their own understanding, and allows them to develop mathematical vocabulary and construct their own meaning. The document advocates establishing classroom norms that promote routine dialogue and debate about mathematical thinking. It suggests that teachers can model thinking out loud and encourage students to use correct terminology through tools like word walls. Overall, it emphasizes that students need opportunities to speak, read and write about mathematical ideas.
This document provides suggestions for introducing counting to preschoolers through various activities and games. It begins with acknowledging those who helped with the project. It then outlines aims like developing number sense and problem solving skills. Various counting, number recognition, and sorting activities are described that can be done through play, household chores, meals, and using materials like blocks. Worksheets with velcro are also suggested for additional practice.
Numeracy involves more than just calculations - it requires understanding mathematical concepts and applying problem-solving skills in everyday life. The Australian curriculum emphasizes developing numeracy, reasoning, and transferable skills. At Corpus Christi, numeracy is taught using developmental frameworks from Foundation to Year 6 and incorporates whole-class and small-group activities. Parents can support their child's numeracy learning at home through everyday activities like shopping, as well as playing maths games and discussing maths concepts positively.
Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
PowerPoint Slides for the Primary (grades 1 - 3) break-out sessions for the Kootenay-Boundary Regional Consortium Summer Institute in Numeracy, held in Cranbrook on August 27th, 2009.
Similar to Debunking misconceptions about mathematics in the early years (20)
Sydney Opera House is a state, national and World Heritage-listed item described by UNESCO as ‘a masterpiece of human creative genius’. What is lesser known is that in designing the Opera House, Jorn Utzon was inspired by nature. Building on this legacy, the Opera House has an Environmental Sustainability Plan that aims improve resource efficiency, protect the environment and engage and inspire others about sustainability.
The purpose of the session is to give real life case studies of mathematics applied to sustainability and the design of the Opera House that teachers could use to help inspire the next generation of young people to learn mathematics and science.
Presented by Naomi Martin, Manager, Environmental Sustainability Sydney Opera House.
This Connect with Maths Early Years Learning in Mathematics community webinar discusses the importance of talk as part of a quality mathematical learning environment for young children. Denise makes links to the Early Years Learning Framework and the Australian Curriculum and share some ideas for facilitating mathematical talk with young children.
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As teachers, we are constantly looking for ways in which we can provide students with mathematical opportunities to engage in purposeful and authentic learning experiences. On a daily basis we need to select teaching content and approaches that will stimulate our children through creating contexts that are meaningful and appropriate. This requires a level of knowledge that extends beyond content, to pedagogy and learning styles. As early childhood educators, we can also benefit from an understanding of how the foundational ideas in mathematics form the basis for key mathematical concepts that are developed throughout a child’s school.
In this webinar, Tracey will be discussing the incorporation of mathematical opportunities into our early childhood practices and considering the influence of different forms of teacher knowledge on enacting these opportunities.
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Make It Count is for educators working with Aboriginal and Torres Strait Islander learners in mathematics education. It is a teaching and learning resource, and a professional learning tool. Make It Count is about a way of thinking – and a way of doing. http://mic.aamt.edu.au
Connect with Maths supporting the teaching of mathematics online
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This presentation, YuMi Deadly Maths, by Dr Grace Sarra and Robyn Anderson for the Connect with Maths Make it count with Indigenous Learners community is part of a webinar series.
AAMT~ supporting and promoting the teaching of mathematics
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Connect with Maths Webinar presented by Professor Peter Sullivan: Six Principles of Effective Mathematics Teaching
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Connect with Maths: Early Learning in Mathematics webinar March 2014
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Presentation used for professional learning workshop for Education Assistants and Aboriginal and Islander Education Officer run by Tracey Armstrong and Sharon Lee from the Make It Count Swan Cluster.
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1. Trialling sequenced math lessons, backwards planning, and developing teachers' content knowledge across 4 schools from 2011-2012.
2. Finding that a highly scaffolded approach improved students' math knowledge, skills, and confidence, especially for those who missed lessons or experienced trauma.
3. Implementing regular teacher observations and using an observation tool to strengthen pedagogy and ensure sustainability.
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You will hear from Liz Willett, the Head of Nonprofits, and hear about what Walmart is doing to help nonprofits, including Walmart Business and Spark Good. Walmart Business+ is a new offer for nonprofits that offers discounts and also streamlines nonprofits order and expense tracking, saving time and money.
The webinar may also give some examples on how nonprofits can best leverage Walmart Business+.
The event will cover the following::
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Special TechSoup offer for a free 180 days membership, and up to $150 in discounts on eligible orders.
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3. Common misconceptions
Young children are not ready for mathematics
education.
Mathematics is for some bright kids with
mathematics genes.
Simple numbers and shapes are enough.
Language and literacy are more important than
mathematics.
Teachers should provide an enriched physical
environment, step back, and let the children play.
4. Common misconceptions
Mathematics should not be taught as stand-alone
subject matter.
Assessment in mathematics is irrelevant when it
comes to young children.
Children learn mathematics only by interacting
with concrete objects.
Computers are inappropriate for the teaching and
learning of mathematics.
Retrieved from
http://www.earlychildhoodaustralia.org.au/australian_journal_of_early_childhood/ajec_index_abstracts/early_childhood
_teachers_misconceptions_about_mathematics_education_for_young_children_in_the_united_states.html
5. Intentional teaching and the Early Years
Learning Framework
About ‗intentional teaching‘
•Intentional teaching is one of the 8 key pedagogical
practices described in the Early Years Learning
Framework (EYLF).
•The EYLF defines intentional teaching as ‗educators
being deliberate purposeful and thoughtful in their decisions
and actions‘.
Intentional teaching is thoughtful, informed and
deliberate.
6. Intentional teaching and the Early
Years Learning Framework
Intentional educators:
•create a learning environment that is rich in materials
and interactions
•create opportunities for inquiry
•model thinking and problem solving, and challenge
children's existing ideas about how things work.
7. Intentional teaching and the Early Years
Learning Framework
Intentional educators:
•know the content—concepts, vocabulary, skills and
processes—and the teaching strategies that support
important early learning in mathematics
•carefully observe children so that they can thoughtfully
plan for children‘s next-stage learning and emerging
abilities
•take advantage of spontaneous, unexpected teaching and
learning opportunities.
9. Five proficiencies
1. Conceptual understanding
2. Procedural fluency
3. Strategic competence- idea of choosing
what is going to be an appropriate
method to solve problems.
4. Adaptive reasoning - reason to other
contexts
5. Productive disposition- most important
10. Disposition of children
Encourage young children to see
themselves as mathematicians by
stimulating their interest and ability in
problem solving and investigation
through
relevant, challenging, sustained and
supported activities (AAMT and ECA
2006)
11. Low mathematical skills in the earliest years
are associated with a slower growth rate –
children without adequate experiences in
mathematics start behind and lose ground
every year thereafter.
(Clements and Sarama, 2009, p. 263)
Interventions must start in pre K and
Kindergarten (Gersten et al 2005). Without
such interventions, children in special need
are often relegated to a path of failure
(Baroody, 1999)
16. More-less relationships
• Young children must arrive at the
important insight that a quantity (the
less) must be contained inside the
other (the more) instead of viewing
both quantities as mutually exclusive.
The concept requires them to think of
the difference between the two
quantities as a third quantity, which is
the notion of parts-whole.
17. More – less relationships
• To help children
with the concept of
less, frequently pair
it with the word
more and make a
conscious effort to
ask ―which is less?‖
questions
18. Make sets of more/less/same
For all three concepts, more, less and
the same children should construct
sets involving counters as well as
make comparisons or choices between
two sets.
19. Diffy Towers
• Organise students into pairs and provide each
pair with a die and a supply of Unifix blocks. The
first student rolls a die, takes a corresponding
numberof Unifix blocks from a central pile and
builds a tower with them. The second student rolls
the die and repeats the process. They then
compare the two towers to see who has the most
blocks and determine the differencebetween the
two towers. The player with the larger number of
blocks keeps the difference and all other blocks
are returned to the central pile.
• The activity continues until one student
accumulates a total of ten blocks
20. Stages in comparison
1. There are more blue than red and there are less
red than blue
2. There are seven more blue than red and seven
less red
3. Ten is seven more than three and three is seven
less than ten
21. One and two
more, one and two
less
The two more and two less
relationship involve more than just the
ability to count on two or count back
two. Children should know for
example that 7 is 1 more than 6 and
also 2 less than 9.
22. When Harry was at the circus, he saw 8 clowns
come out in a little car. Then 2 more clowns came
out on bicycles. How many clowns did Harry see
altogether?
Ask different students to explain how they got
their answer of ten. Some will count on from 8.
Some may need to count 8 and 2 and then
count all. Others will say they knew that 2 more
than 8 is 10.
The last response gives you an opportunity to
talk about the 2 more than idea.
23. Early counting
The meaning attached to
counting is the key conceptual
idea on which all other number
concepts are developed
24. Principles of Counting
• Each object to be counted must be touched or „included‟
exactly once as the numbers are said.
• The numbers must be said once and always in the
conventional order.
• The objects can be touched in any order and the starting
point and order in which the objects are counted doesn‟t
affect how many there are.
• The arrangement of the objects doesn‟t affect how many
there are.
• The last number said tells „how many‟ in the whole
collection, it does not describe the last object touched.
26. Principles of Counting
• Each object to be counted must be touched or „included‟
exactly once as the numbers are said.
• The numbers must be said once and always in the
conventional order.
• The objects can be touched in any order and the starting
point and order in which the objects are counted doesn‟t
affect how many there are.
• The arrangement of the objects doesn‟t affect how many
there are.
• The last number said tells „how many‟ in the whole
collection, it does not describe the last object touched.
27. To develop their understanding
of counting, engage children in
any game or activity that
involves counts or comparisons.
28. Trusting Counting
There are many children who know the
number string well enough to respond
correctly to „how many‟ questions without
really understanding that this is telling
them the quantity of the set.
1, 2, 3, 4, 5, 6, 7,…
2, 4, 6, 8, 10, …
29. Intentional opportunities for
counting
• Model counting experiences in meaningful
contexts, for example, counting girls, boys as
they arrive at school, counting out pencils at the
art table.
• Involving all children in acting out finger plays
and rhymes and reading literature, which models
the conventional counting order.
• Seize upon teachable moments as they arise
incidentally. “Do we have enough pairs of
scissors for everyone at this table?”
30.
31. Pick up chips :
• Take a card from the
pile and pick up a
corresponding number
of counters.
• Play until all the cards
have been taken.
• The winner is the
person with the most
chips at the end of the
game.
32. Sandwich boards
Ask students why
they lined up the
way they did.
• Add string to numeral cards
so they can be hung around
the students necks. Provide
each student with a numeral
card. Students move
around the room to music.
Once the music stops, the
children arrange themselves
into a line in a correct
forward or backward
number sequence.
35. Counting on and back
• The ability to count on is a
“landmark” in the development of
number sense.
Fosnot and Dolk (2001)
36. “Real Counting on”
First player turns over the top
number card and places the
indicated number of counters
in the cup. The card is placed
next to the cup as a reminder
of how many are there. The
second player rolls the die
and places that many
counters next to the cup.
Together they decide how
many counters in all.
37. Calculator counting
Calculator counting contributes to
a better grasp of large
numbers, thereby helping to
develop students number sense.
―It is a machine
to engage children
in thinking about
mathematics‖
(Swan and Sparrow 2005)
38. The calculator provides an
excellent counting exercise for
young children because they see
the numerals as they count
39. Anchors or
‘benchmarks’ of 5 and
10
Since 10 plays such a large role in our
numeration system and because two
fives make ten, it is very useful to
develop the relationships for the
numbers 1 to 10 to the important
factors of 5 and 10.
40. Race to five/ten on a ten
frame
•Roll the 3 sided or 6 sided
die and count the dots.
•Collect the corresponding
number of counters and
place them on the five/ten
frame.
•The exact number needed
to complete the ten frame
must be rolled to finish.
41. These early number ideas are basic
aspects of number. Unfortunately, too
may traditional programs move
directly from these beginning ideas to
addition and subtraction, leaving
students with a very limited collection
of ideas about number to bring to
these topics. The result is often that
children continue to count by ones to
solve simple story problems and have
difficulty mastering basic facts.
42. Subitising
(suddenly recognising)
• Seeing how many at a
glance is called
subitising.
• Attaching the number
names to amounts that
can be seen.
• A fundamental skill in
the development of
students understanding
of number.
43. Subitising
(suddenly recognising)
• Promotes the part part
whole relationship.
• Plays a critical role in the
acquisition of the concept
of cardinality.
• Children need both
subitising and counting to
see that both methods give
the same result.
44.
45. Conceptual subitiser to 5
5
• Verbally labels all
arrangements to
about 5 when only
shown briefly
easy
Difficult
medium
46. Conceptual Subitiser to 20
(6 yrs)
• Verbally labels
structured
arrangements up
to 20, shown only
briefly, using
groups.
“I saw three fives, so
five, ten, fifteen”
47. Conceptual subitiser with place
value and skip counting (7 yrs)
“I saw groups of tens and twos,
so 10, 20, 30, 40, 42, 44 …44!”
Verbally labels
structured
arrangements
shown only
briefly using
groups, skip
counting and
place value.
48. Conceptual subitiser with place
value and multiplication (8 yrs)
Verbally labels
structured
arrangements
shown only
briefly using
groups,
multiplication
“I saw groups of tens and threes, and place
so I thought 4 tens is 40 and 3 value.
threes is 9, so 49 altogether”
52. Partitioning with bead strings
Move 8 beads to the end of the string. How
many ways can you partition the beads in the
next minute?
Record your findings so that you can describe
them to others
53. How many different ways can you
partition 8 dots in one minute on a ten
frame?
Record your findings so that you can
describe them to others
54. How many different ways are there
for 5 frogs to be, in and out of the
water?
What if there were 7
frogs? Can you find a
pattern?
57. Relationships for
numbers 10 to 20
A set of ten should play a major role in
children‟s initial understanding of number
between 10 and 20. When children see a
a set of six and a set of ten, they should
know without counting that the total is 16
59. Role of the educator
Model mathematical language.
Ask probing questions.
Build on children‘s interests and natural
curiosity.
Provide meaningful experiences.
Scaffold opportunities for learning &
model strategies.
Monitor children‘s progress and plan for
learning.
60. Probing Questions
A crucial part of a teacher‟s role is to develop students‟
ability to think about mathematics. To develop thinking
processes teachers need to ask higher-order questions
that require students to interpret, apply, analyse and
evaluate information.
Encourage students to ask questions of each other so
that they begin to develop maturity of thought.
61. The pedagogy
• … less teacher talk, with the learning coming as
a result of the experience with the task and
children sharing their insights.
• A culture of “not telling”
Listening to children
Encourage persistence
Probing questions
• Learning involves struggle. They are not
learning if it‟s not a struggle
Long „wait‟ time
Time to reflect on their actions
62. “We use the word struggle to mean that
students expend effort to make sense of
mathematics, to figure something out that is
not immediately apparent. We do not use
struggle to mean needless frustration... The
struggle we have in mind comes from solving
problems that are within reach and grappling
with key mathematical ideas that are
comprehendible but not yet well formed”
Hiebert and Grouws, 2007
63. Assessment methods
Collect data by observation and or/listening to
children, taking notes as appropriate
Use a variety of assessment methods
Modify planning as a result of assessment
64. References
AAMT & ECA. (2006). Position paper on Early Childhood Mathematics.
www.aamt.edu.au
www.earlychildhoodaustralia.org.au
DEEWR. (2009). Belonging, Being & Becoming: The Early Years Learning Framework
for Australia.
http://www.deewr.gov.au/earlychildhood/policy_agenda/quality/pages/earlyyearslearningf
ramework.aspx
Hiebert, J., &Grouws, D. A. (2007). The effects of classroom mathematics teaching on
students‟ learning. Second handbook of research on mathematics teaching and learning,
1, 371-404.
Sarama, J., & Clements, D. H. (2009). Early childhood mathematics education research:
Learning trajectories for young children. Routledge.
Editor's Notes
nine common misconceptions about learning and teaching mathematics for young children that are widespread among prospective and practicing early childhood teachers in the United States.
Builds on early years learning framework
Comes down to trs relationship with kids and trs relationship with kids and maths.
Critical in ece and connected and need to be taught concurrently
Find cards that are less or more or the same amount.
Diffy Towers
3. Statement is abstractTrs need to make a conscious effort to use “less than” as much as more thanequivalence
One minute count and grab
Counting On with CountersGive each child a collection of 10 or 12 small counters that the children line up left to right on their desks. Tell them to count four counters and push them under their left hands. Then say, “Point to your hand. “How many are there?” (Four.) “So let’s count like this: f-o-u-r (pointing to their hand), five, six, . . . . “ Repeat with other numbers under the hand.
This “game” for two children requires a deck of cards with numbers 1 to 7, a die, a paper cup, and some counters. The first player turns over the top number card and places the indicated number of counters in the cup. The card is placed next to the cup as a reminder of how many are there. The second child rolls the die and places that many counters next to the cup. Together they decide how many counters in all. A record sheet with columns for “In the Cup,” “On the Side,” and “In All” is an option. The largest number in the card deck can be adjusted if needed.
Look make draw
Need to sepnd more time developing number sense
Encourages reflective thinking. Seeing patterms
Use five frames and ten frames to help children visualise addition combinations and move to mental strategies
Partitioning numbers into part-part-whole forms the basis for children coming to understand the meaning of addition and subtraction.