The workshop implemented math experiences using Easter eggs and homemade abacuses. For one experience, children selected colored eggs and counted them. For another, children used abacuses to push foam shapes through rods or place velcroed fruits on, counting as they did so. The experiences aimed to support children's number knowledge, problem-solving, and engagement with manipulatives as recommended by child development theories. Materials included abacuses, foam, and fruits to encourage counting at the early childhood center.

1. Workshop #2: Math Experience
By: Afnan Es-sayyid, Aisha
Afzal, Angela Ma, Jeraldi James
and Sarah La
Date: Wednesday, April 18th, 2012

2. Curriculum Content Area
• Physical Development
• Cognitive Development
• Social Development
• Emotional Development
• Language Development

3. Observational Notes
• Afnan implemented a math counting experience for the children using
Easter eggs that were already provided in the room. The children had a lot
of Easter materials in the room and they were playing with it. They seemed
to enjoy playing with the eggs and tell each other how many eggs they hand
in their hand. So then, based on that cue Afnan encouraged the children to
select a colour and count how many they had. After, her experience she
asked the children to walk around the room and collect eggs while counting
how many are in their basket. However, the older toddlers counted till
eight. Then Jeraldi, implemented an abacus experience that she built from
home based on the children is cues which was, one child was playing with a
loop abacus and the other child was counting from a book. The children at
her center used it by pushing the colors back and forth, up and down, and
one child counted till three. Based on these two experiences we formed a
type of abacus with an open end that allows the children to put foam of
different shapes, sizes and colours through the rod instead of Easter eggs.
We also, created one abacus that has Velcro and the children could place
different coloured fruits on it. This encourages the children to count the
objects while placing them through the rods.

4. Cue
• Counting
• Foam
• Colours
• Sizes
• Eggs
• Abacus

5. Big and Shape a
small body Choo-choo
mode Train
Fingers Cloth pins
songs with paper
dolls
Jar Make a
Filling
Collection
POTENTIAL Count
Hopscotch objects in
EXPERIENCES the room
Worms in
Red Rover Apples
Abacus Counting
Waffles Lids & body parts
Containers

6. Theory
• “According to Piaget, the only way that they can learn social-arbitrary knowledge is from adults or
more competent peers. Social-arbitrary knowledge consists of “arbitrary truths agreed upon by
convention and rules agreed upon by coordination of points of view” (DeVries &
Kohlberg, 1987, p.21). For example, in math the names of the numbers, signs, and shapes are
examples of social-arbitrary knowledge. Teachers must support children’s learning as they use
mathematical materials, helping them learn social-arbitrary knowledge” (Bullard, p. 187). This
supports our math experience because there are numbers and shapes.
• “An effective problem solver perseveres, focuses his attention, tests hypotheses, takes reasonable
risks, remains flexible, tries alternatives, and exhibits self-regulation” (Copley, 2000, p. 31).”
(Bullard, p. 188) this supports our experience because the children are keep themselves engaged
putting foam through the rods or sticking fruits on the Velcro.
• “It is easier for children to use materials that are less abstract for one-to-one correspondence.
Therefore, teachers should first provide real objects, then cut outs, then pictures, and finally
symbols and patterns (Charlesworth, 2005).” (Bullard, p. 192) This supports our experience
because we’re providing the children with different type of materials to be used.
• “Objects from songs, finger plays, or books that stress addition or subtraction. Teachers can
introduce these activities during circle time and then place the props in the math area for children
to use. For example, if telling a story involving a baker who added ingredients to create different
dishes, you could add both the baker’s hat and the flannel board pieces to the math center (Zur &
Gelman, 2004).” (Bullard, p. 194)
• “The amount of teacher talk about math is significantly related to children’s achievement in
math, with those teachers who use the math talk having children with the highest math skills at
the end of the year (Klibanoff, Levine, Huttenlocher, Vasilyeva, & Hedges, 2006). “ (Bullard, p.
201) This activity helps develop the children’s math skills because they are putting the foam
shapes onto the rod and counting it as well.

7. Set Up
• Introduce experience prior to
implementation
• Lure children by:
▫ Laying out materials for the experience
• Guidance Strategy:
▫ Ask open-ended questions
▫ Incorporate and promote motor skills
▫ Use manipulative materials

8. Materials
• Abacus (base & rods)
• Foam
• Fruits (red & green apple, lemon, & orange)

9. References
• Bullard, J. (2011). Creating Environments for
Learning: Birth to age eight. Toronto: Pearson
Education, Inc.
• All pictures in this powerpoint presentation have
been taken from Microsoft Office Clipart
Collection.