ECE 2003

ASSESSMENT COVER PAGE

Course Name: Teaching Mathemati cs in the Early Years Course Code: ECE 2003
Skills & Concept Acquisiti on

Instructor Name: Kesha Oliver

Task Title: Math Center Acti vity Day

Due Date: Date Submitted: 7 \ 10 \ 18

7 \ 10 \ 2018

Hessa Hashiam Alhooti

Student Name:

Student ID: H00354404 Secti on:

Late Penalty:
Unless special circumstances are agreed with the course teacher regarding late submission, work
submitted 1 working day late will be deducted 10%, 2 days late 20%, 3 days late 30% and any work
submitted more than 3 days late will get a zero mark.

Academic Honesty:
Breaches of Academic Honesty will be treated with the utmost seriousness. You are reminded the
penalti es for cheati ng or plagiarism include dismissal from the HCT.
(for more informati on please refer to Academic and Student Regulati ons , HCT Academic Honesty
Policy , Student Handbook )

Student Declaration:
This assignment is enti rely my own work except where I have duly acknowledged other sources in
the text and listed those sources at the end of the assignment. I have not previously submitted this
work to the HCT. I understand that I may be orally examined on my submission.

Signed: Hessa Alhooti Date: 7 \ 10 \ 2018

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Math Activity Day Reflection

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Math is a very important element in everyday life. Children should be able to see it as

such. They need to apply it to the world around them. Instead of just doing problems that

have no relevance to life, make real connections for them. For example, when working with

the metric system, bring in objects that weigh a kilogram or are a meter long. In this way,

they will be able to see the importance of learning math skills rather than just doing them on

paper. Math is also an active learning process. Students need hands-on activities as well as

skill practices. Manipulatives that are incorporated to the lesson are significantly helpful for

children to visualize the concepts that they are discussing. When working with fractions,

fraction circles help students imprint the value of pieces in their minds. This most certainly

involves the idea of proper order of teaching a new concept. You begin with the concrete,

hands-on ideas, and then move to a bridging activity, which leads to the final abstract

concepts. If a teacher proceeds in this order, the students are more likely to succeed and

follow the natural method of learning. A math teacher needs to be especially

engaging. Capturing the children’s attention is essential for comprehension. The teacher

needs to feel comfortable and enthusiastic about teaching math in order for the students to

feel comfortable and enthusiastic about learning math. If a teacher complains about how he

or she hates math and then tries teaching it with the same attitude, the students will adopt that

same feeling. Teach the joys and excitement of math by encouraging discovery and

providing fun worksheets and games to use along with regular instruction.

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Math activity 1 ( Box of numbers ) : Afra

Strand: Numbers

Learning outcomes:

K1NS2 – Represent quantities from 1-5 using concreate materials.

1. Mastered: Represent quantities from 1-10 using concrete materials.

2. Developing: Represent quantities from 1-5 using concrete materials.
3. Emerging: Represent quantities from 1-3 using concrete materials.

Number sense, or the basics of learning about numbers, is the first vital math skill a child

must develop before reaching kindergarten. Children must learn to count forwards and

backwards early in childhood to learn the relationship between numbers in the future.

Number sense is a vital skill that early childhood educators should focus on teaching before

children reach kindergarten (Courant, 2012).

Math activity 2 ( Colorful patterns ) : Hessa

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Strand: Patterns

Learning outcomes:

K1PA1 – Explore a pattern in a familiar environment.

1. Mastered: Explore patterns in a range of familiar environments.

2. Developing: Explore patterns in a familiar environment.
3. Emerging: Explore a pattern in a familiar environment.
The second math concept the I taught the kids was the pattern, I have used Colorful Wooden

Beads and third to explain the concept of the pattern for the kids, I give every child the

freedom to select and choose a different wooden beads to create their own pattern.
In this activity kids learned how to differentiate between colors and the shapes to create their

own pattern. I think next time I would improve this activity by providing more shapes in

different sizes and colors, to open for the kids a wide selection to create more patterns. The

AFL that I used was worksheet about patterns and I found the worksheet wasn’t suitable for

the nursery kids. I did the worksheet to see if the kids understand the lesson or not . The

challenges that I had faced in this activity, that kids weren’t listening to my instruction. I

think next time I will solve this problem by playing a song about patterns before starting the

activity so I can get their attention.

Math activity 3 ( Measurment ) : Afra

Strand: Measurement and data
Learning outcomes:
K1MDM4 – Explore Measurement and data in a familiar environment.
1. Mastered: Create full and empty, big and small objects in exploration and play.
2. Developing: Identify full and empty, big and small objects in exploration and play.
3. Emerging: Manipulate objects in exploration and play.

Describe measurable attributes of objects, such as length or weight. Describe several

measurable attributes of a single object. Directly compare two objects with a measurable

attribute in common, to see which object has "more of"/"less of" the attribute, and describe

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the difference. For example, directly compare the heights of two children and describe one

child as taller/shorter. Classify objects and count the number of objects in each category.

Classify objects into given categories; count the numbers of objects in each category and sort

the categories by count (Davidian, 2013).

Math activity 4 ( Shapes ) : Hessa

Strand: Geometry and space

Learning outcomes: K1SGD1

1. Mastered: Manipulate familiar 2d and 3d shapes in exploration and play and recognize

them in everyday contexts.

2. Developing: Manipulate familiar 2d and 3d shapes in exploration and play and recognize

2d shapes in everyday contexts.

3. Emerging: Manipulate familiar 2d and 3d shapes in exploration and play.

In this activity I taught kids about shapes and how to create their own shapes using the clay, I

introduce this math concept by showing the kids many different shapes with different sizes

and colors and we start modelling it using the clay. By the end of that activity I think that

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students will be able to differentiate the shapes and the sizes. I will improve this activity by

showing the kids more shape and how to create things from the shapes. The AFl that I used

was a worksheet about shapes and it wasn’t helpful for me to know if the student got the math

concept or not because the worksheet that I had was a little bit hard for nursery kids. And I

will improve it next time by doing easier worksheet . The challenge that I faced is that my

activity wasn’t suitable for the nursery kids and they weren’t able to follow my instruction

carefully. Next time I will make sure to create an activity that is suitable for the nursery kids

and a different activity that is good for the kindergarten kids.

At the end I think that math is a very important skill that everyone in the world must have.

Children must begin to learn basic math skills in early grades so they can understand how to

deal with life concepts.

It is next to impossible to live an independent life without basic math skills. Children begin to

learn about money in the early elementary grades, and in later grades can calculate

percentages and fractions. People must have these skills in order to follow a recipe, evaluate

whether or not an item on clearance is a good deal and manage a budget, among other things

(Elise, 2017).

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References list:

1. Courant, R. (2012, October 16). Important Math Skills in Early Childhood. Retrieved
from https://education.cu-portland.edu/blog/classroom-resources/important-math-
skills-early-childhood-educators-should-teach/

2. Davidian, Marie. Measurement & Data. 21 Sept. 2013,

www.corestandards.org/Math/Content/MD/.

3. Wile, Elise. Why Is Math So Important for Kids to Learn? June 2017,
www.livestrong.com/article/255620-why-is-math-so-important-for-kids/.

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Pictures of the math activity day

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Lesson Plan Activity Template

Duration of Math Area Number of students Class / Grade
learning centers
15 minutes Numbers 20 Day care kg\1

Learning Outcomes:
(Link to the ADEC K-5 curriculum document)

K1NS2 – Represent quantities from 1-5 using concreate materials.

Mastered: Represent quantities from 1-10 using concrete materials
Developing: Represent quantities from 1-5 using concrete materials
Emerging: Represent quantities from 1-3 using concrete materials

Learning Center Resources or Materials

Learning Center 1
 Box
Box of numbers  Numbered Circles
( Numbers )  Markers

Learning Center Activities

Learning Center 1 : Bloom’s Questions

High Level: The students will know 1. What is the number that comes
where each before 5?
number goes in the box. 2. What is the number between 3
Middle Level: I will guide them a bit on and 5?
how the 3. What is the number that comes in
activity works.
the middle from 1 to 5?
Low Level: I will sit with them
4. What is the largest number from 1
individually and teach them the
instruction of the activity. to 5?
5. What is the smallest number from
1 to 5?

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Closing activity: Time: ______
“Who would like to share what they enjoyed most during math day? Why did you enjoy that?
I will give them some worksheets to do , so I make sure that they got the lesson well.

Assessment for Learning:

1. I will ask one of the students to do the activity to make sure they
got the idea of the activity.
2. I will ask the students to count from 1 to 5.
3. I will ask one of the students to take a numbered circle and put it
in the right spot.

Lesson Plan Activity Template

Duration of Math Area Number of students Class / Grade
learning centers
15 minutes Patterns 20 Day care kg\1

Learning Outcomes:
(Link to the ADEC K-5 curriculum document)

K1PA1 – Explore a pattern in a familiar environment.

Mastered: Explore patterns in a range of familiar environments.
Developing: Explore patterns in a familiar environment.
Emerging: Explore a pattern in a familiar environment.

Learning Center Resources or Materials

Learning Center 1
 Colorful wooden Beads
Colorful Patterns  Thread
(Patterns )

Learning Center Activities

Learning Center 1 : Bloom’s Questions

High Level: The students will know where each 1. What if we put a yellow circle and next
Colorful wooden Beads goes and they will be able to to red what color will come next?
create the Patterns. 2. What if we put an orange circle and
next to yellow what color will come
Middle Level: I will guide them a bit on how to create next?
Patterns. 3. Between two green circles what is the
color of the circle in the middle?
Low Level: I will sit with them individually and teach
4. If we create a pattern of 5 circles with
them the instruction of the activity.
red what is the color of the last circle
will be?
5. If we had a pattern that ends with a
orange circle so what is the color that

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comes before the last one?

Closing activity: Time: ______

“Who would like to share what they enjoyed most during math day? Why did you enjoy that?
I will give them a worksheet about Patterns, so I make sure that they got the lesson well.
Assessment for Learning:
I will ask one of the students to create a pattern.

Lesson Plan Activity Template

Duration of Math Area Number of students Class / Grade
learning centers
15 minutes Measurement 20 Day care kg\1
and data
Learning Outcomes:
(Link to the ADEC K-5 curriculum document)

K1MDM4 – Explore Measurement and data in a familiar environment.

Mastered: Create full and empty, big and small objects in exploration and play.
Developing: Identify full and empty, big and small objects in exploration and play.
Emerging: Manipulate objects in exploration and play.

Learning Center Resources or Materials

Learning Center 1
 Scale
Measurement  Objects
(Measurement and data)

Learning Center Activities

Learning Center 1 : Bloom’s Questions

High Level: The students will know how to use the 6. What if we put a one apple on the
weighing scale without any help. other side and on the other side we
put 2 apples which side will be
Middle Level: I will guide them a bit on how to use the
heavier?
weighing scale.
7. What if we put an orange on the other
Low Level: I will sit with them individually and teach side and on the other side 3 bananas
them the instruction of the activity. which side will be lighter?
8. If we compare two apples with the
same weight what is going to happen
with the scale?
9. If we put 3 apples on the other side
and the other side we don’t but
anything what is going to happen?

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10. If we had a green apple in on side and
red apple in the other side which side
will be heavier?

Closing activity: Time: ______

“Who would like to share what they enjoyed most during math day? Why did you enjoy that?
I will give them a worksheet about Measurement and data , so I make sure that they got the
lesson well.
Assessment for Learning:
I will ask one of the students to use the scale and compare between the objects.

Lesson Plan Activity Template

Duration of Math Area Number of students Class / Grade
learning centers
15 minutes Geometry and 20 Day care kg\1
space
Learning Outcomes:
(Link to the ADEC K-5 curriculum document)

K1SGD1
Mastered: Manipulate familiar 2d and 3d shapes in exploration and play and recognize
them in everyday
contexts
Developing: Manipulate familiar 2d and 3d shapes in exploration and play and recognize 2d
shapes in everyday contexts
Emerging: Manipulate familiar 2d and 3d shapes in exploration and play

Learning Center Resources or Materials

Learning Center 1
Box
Shapes  Shapes
(Geometry and space)  A4 papers

Learning Center Activities

Learning Center 1 : Bloom’s Questions

High Level: The students will know 6. What is the shape of the ball?
where each 7. What is the shape of the class?
shape goes in the paper. 8. Give me an example of rectangle
Middle Level: I will guide them a bit on shape In the classroom?
how the 9. Give me an example of circle
activity works. shape on your body part?
Low Level: I will sit with them 10. How many angles in the
individually and teach them the
triangle?
instruction of the activity.

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Closing activity: Time: ______

“Who would like to share what they enjoyed most during math day? Why did you enjoy that?
I will give them some worksheets to do , so I make sure that they got the lesson well.

Assessment for Learning:

I will ask one of the students to place a shape on the paper to
make sure they got the idea of the activity.

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