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# Math activities project (adobe pdf)

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### Math activities project (adobe pdf)

1. 1. Math Activities CDEC 2307 Math & Science For Early Childhood Fall 2010 Xiomara Jones
2. 2. • Matching • Numbers • Classifying • Comparing • Shape • Space • Parts/Whole • Ordering • Measurements • Graphing Math Activities
3. 3. Matching • One-to-One Correspondence • Method: Interview • Skill: Child exhibits one-to-one correspondence • Materials: • 10 count colored egg carton. • 10 plastic eggs. • Procedure: Each colored egg can be matched to a similarly colored part of the carton.The child is provided the set and then asked to put the eggs back after being dumped onto the table. • Evaluation: The student should be able to match the eggs with their holders according to the color. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children( 6th ed.). Clifton Park, NY: Cengage Learning.
4. 4. Matching
5. 5. Numbers • Match Numbers to Dots • Method: Observation, individuals or groups. • Skill: Children demonstrate the ability to count dots and to match them to numbers. • Materials: • Ten halves of cut out paper cars, numbered from 1 to 10. • The corresponding ten halves with dots on them. • Procedure: Place the halved, numbered cars on the board and mix up the corresponding halves on the table. Encourage the children to match the two halves of each quantity. • Evaluation: Children should match the numbers with their respective quantity of dots. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
6. 6. Numbers
7. 7. Classifying • Sorting • Method: Observation, individuals or groups. • Skill: Children identify characteristics of the shells. • Materials: • Different kind of seashells. • Clear plastic containers. • Procedure: Provide the children the five types of seashells to sort through. • Evaluation: Children will group together the seashells according to common characteristics. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
8. 8. Classifying
9. 9. Comparing • Big and Small • Method: Observation, individuals or groups. • Skill: Children will demonstrate the ability to compare. • Materials: • Big seashells and small seashells. • Clear plastic containers. • Procedure: Provide the students with the mixed jumble of differently sized seashells. • Evaluation: Children will compare the shells and separate them into their respective groups for size. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
10. 10. Comparing
11. 11. Shape • Build 3-D Geometric Shapes. • Method: Observation, individuals or groups. • Skill: Children will be able to make prisms or cubes. • Materials: • Wooden geometric shapes. • Magformer 3-D magnetic building set. • Procedure: Place before the children both the 3-D and the wooden geometric shapes. • Evaluation: Copying the wooden shapes, students will make 3 dimensional shapes. • Instructional Resource: Chalesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
12. 12. Shape
13. 13. Space • Mapping • Method: Observation, individuals or groups. • Skill: Children’s sense of space. • Materials: • Toy cars. • Wooden bridges. • Illustrated neighborhood map. • Procedure: Provide the children with the materials and encourage them to play with toys cars on an illustrated neighborhood map while using spatial terminology. • Evaluation: Children will experiment with distance, organization and direction through mapping of make believe neighborhood, and use words like: under, over, far, near, behind, in front of, away from, in, out, etcetera. • Instructional Resourse: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
14. 14. Space
15. 15. Parts/Whole • Half parts combine to make one whole. • Method: Observation, individuals or groups. • Skill: Children have the ability to make a whole by using the parts. • Material: • Halved wooden geometric shapes. • Procedure: Place all the pieces on the table in front of the students and encourage them to make geometric wholes using the halves. • Evaluation: Children unite parts to make a whole, such as two semicircles to make a circle, two triangles to make a square or a rectangle. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
16. 16. Parts/Whole
17. 17. Ordering • Pattern • Method: Observation, individuals or groups. • Skill: Children will have the ability to make patterns through deliberate ordering. • Materials: • Multi-colored unifix cubes. • Procedure: All the unifix cubes are placed on the table in a mixed pile and students are encouraged to make patterns. • Evaluation: Children must make as many patterns as possible. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
18. 18. Ordering
19. 19. Measurements • Volume • Method: Observation, individuals or groups. • Skill: Children demonstrate their ability to measure informally. • Materials: • Pinto beans • Scoop • Cup • Clear plastic containers • Procedure: Children will receive the materials. Encourage them to fill up the containers. • Evaluation: Children should find out how many scoopfuls or cupfuls of beans they need to fill differently sized containers. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
20. 20. Measurements
21. 21. Graphing • Favorite things as a subject. • Method: Observation, individuals or groups. • Skill: Children will, through graphing, count quantities. • Materials: • Paper graph • Paper cut out illustrations. • Tape • Procedure: Place the graph on the board and spread the cut-out illustrations of the fast foods on the table. Encourage them to choose their favorite one. • Evaluation: Children should choose their favorite fast food and place a graphic representation under where the corresponding name is found. Children will observe which food is the most popular in the classroom. • Instructional Resource: Charlesworth, R., and Lind, K. K. (2010). Math and Science For Young Children (6th ed.). Clifton Park, NY: Cengage Learning.
22. 22. Graphing
23. 23. Graphing