P

U
S
A
T
Somebody says..
P
E
R
K
E
M • Pupils are not given enough
B
A
N opportunity to speak.
G
A
N

K
U
R
• Pupils do not want to speak.
I
K
U
L
U
M
• ????
0
8
P
U
S
A
T • Prenumber.
P
E
R
K
E
M
• State intuitively many or few
B
A
N
G
• Matching
A
N
• Ordering
K
U
R
I
• Comparing
K
U
L
U
M

0
8
P

Child Language Approach

U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I
K
U
L
U
M

0
8
P
U • Encourage them to
S
A talk based on their
T experience.
P
E
R
K
• Need activities with
E pictures and other
M
B materials.
A
N
G
A
N

K
U
R
I
K
U
L
U
M

0
8
P
U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I
K
U
L
U
M
• Teacher to encourage pupils to talk about the picture.
0
8
P

Number Sense
U
S
A
T

• Show Quantity.
P
E
R
K
E
M
– Discrete
B
A
N
– Number Lines
G
A
N • Describe the pairs that make a
K
U
R
number
I
K
U
• Use Manipulatives and realia
L
U
M

0
8
P

Child Language Approach

U
S
A
T

P
E
R
K
E • Provide current / previous
M
B
A knowledge
N
G
A
N

K
U
• As language grows, picture of
R
I
K
idea broadens, thinking expands
U
L
U
M

0
8
P

4 Steps of C.L Approach

U
S
A
T

P
E
R
K
E
M
• Child daily language.
B
A
N
G
• Material language.
A
N

K
• Mathematical language.
U
R
I
K
• Symbols
U
L
U
M

0
8
P
U
S
A
T
1. Child daily language
P
E
R

• They use their own words

K
E
M
B
A
N
G
to explain or to describe
the stories, pictures or
A
N

K
U
R
I
any ‘stimulus page’ used.
K
U
L
U
M

0
8
P
U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I
K
U
L
U

Adam is a farmer. He lives in this village.

M

0
8
P
U
S He has cows and goats. He Listen to a story
A
T has brown cows and black
P cows. The cows eat grass.
E
R
Read a story
K
E
M
B
A
Draw the situations
N
G
A
N

K
U
R
I
K
U
L
U
M

0
8
P
U
S
A
2. Material Language
T

P
E
R
• Need activities with pictures and
K
E
M
other materials.
B
A
N
G

• Describe objects in the picture.

A
N

K
U
R
I
K
U
L
U
M

0
8
P
U
S
A
2. Material Language .
• Picture.
T

P
E
R
K
• inside / outside
E
M
B
A
N
G
A
N

K
U
R
I
K
U
L
U
M

0
8
P
U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I 2. Material Language .
K
U
L
U
• An Elephant
M

0
• Big Elephant
8
P
U
S
A 2. Material Language
T

P
E
R
• Red and blue
K
E
M
balloons.
B
A
N
• Trees with
G
A leaves
N

K • Green frogs
U
R
I • Big cows
K
U
L
U
• Burst balloons
M

0
8
P
U
S
A
3. Mathematical Language (1)
T

P
E
• One red and one
R
K blue balloons.
E
M
B
• Three trees with
A
N leaves.
G
A
N
• Two green frogs
K
U
• Two big cows
R
I • Three good
K
U
L
balloons
U
M

0
8
P
U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I 3. Mathematical Language .
K
U
L
U
• There are two glasses
M

0
• There are 4 frogs
8
P
U
S
A
3. Mathematical Language (2)
T

P
Mathematical Ideas
E
R
K
E • One red and one blue
M
B
A
balloons make two
N
G
altogether.
A
N • Two green frogs and
K
U
one brown frog make
R
I three frogs
K
U
L
• Two big cows and three
U
M small cows make five
0
8
cows.
P
U
S
A Mathematical Language (3)
T

We say….
P
E
R
K
E
M
B
A
• One plus one
N
G equals two
A
N
• Two plus one is
K
U three
R
I
K
• Two and three is
U
L five
U
M

0
8
P
U
S
A
T
4. Symbols
P
E
R
K
E
M
B
• Numerals
A
N
G • Number sentences
A
N

K
• Operations
U
R
I
K
U
L
U
M

0
8
P
U
S
A
Mathematical Symbols
T

P
E We say….
R
K
E
M
B
• One plus one equals two
A
N
G
A
N We write….
K

+ =2
U
R
I
K
U
L
U
M

0
8
1 +1 =2
P
U
S
A
Mathematical Symbols
T

P
E We say….
R
K
E
M
B
• Two plus one is three
A
N
G
A
N We write….
K

+ =3
U
R
I
K
U
L
U
M

0
8
2 +1 =3
P
U
S Mathematical Symbols
A
T

P
E
We say….
R
K
E
M • Two and three is five
B
A
N

We write….
G
A
N

+ =5
K
U
R
I
K
U
L
U
M

0
2 + 3 =5
8
P
U
S
A
T

P
E
R
K
E
M
B
A
N
G
A
N

K
U
R
I
K
U
L
U
M

0
8
P
U
S
A
Numbers in real world
T

P
E
R Number sense
K
E
M
B
Good intuition about numbers
A
N
G and their relationship.
A
N

Develop gradually as a result of

U
R
I
K
U
L
exploring numbers, visualising
U
M them in variety of contexts.
0
8
P
U
S Child Language Approach
A
T

Step 1: Child daily language

P
E
R
K
E
M
B

Step 2: Material language

A
N
G
A
N

K
U
R
I
Step 3: Mathematical language
K
U
L
U
M

0
Step 4: Symbols
8