Day 6:28/9/2013- What have I learn from these six days?

Mathematics is an excellent vehicle for the development and improvement of a person’s intellectual competencies.

I don’t care of what my teachers actually taught me in class. The most important thing is that I am an Early Childhood Educator now and I have great responsibilities in teaching my students the right ways of doing Math. After attending class for six days, it really make me think that if I just teach concepts only, it will less benefit my students thinking abilities. It is better to teach my students concepts with problem-solving abilities.

In class, as a student myself, I find it fun to learn Math’s concepts in an interesting way. I really liked the  Numeracy game of ‘Card Trick’, the count down of ‘bean’ game, using tangram to create rectangle and square, geoboard, finding different ways to do addition, subtractions, multiplications and divisions and playing the  ‘Salute’ game. Since I have such fun learning Math, I feel that I should also give my students the same experience!

Here are my learning goals for my students:

  • enable each child to develop skills and understanding needed for adult life
  • provide the mathematics needed for the study of other subjects
  • help each student develop appreciation for and enjoyment of mathematics and its importance
  • provide a powerful means of communication

Here is something fun to share with everyone! Love Math

Advertisements

Day 5:27/9/2013- Geoboard and Multiplication

Geoboard

In early childhood education, geoboards are used for a variety of reasons:

  • to practice and promote fine motor skills
  • to explore shapes
  • to create letters and numbers
  • to explore symmetry
  • to build prior knowledge of geometric concepts (such as area and perimeter)

Here is a link to play an online geometry board

http://www.mathplayground.com/geoboard.html

Multiplication

Here is an concrete way of teaching  Multiplication to the six years olds:

  1. Use an empty egg carton and dry beans.
  2. Place two beans in one egg holder. At the beginning it is easier to see the 2 times table than the 1 times table.
  3. Say, “We placed two beans in the carton one time. We have two beans total.
  4. Empty the carton, then place two beans each in two egg holders and say, “We placed two beans in the carton two times. We have four beans total.”
  5. Empty the carton then place two beans each in three egg holders and say, “We placed two beans in the carton three times. We have six beans total.”
  6. Take turns, making a game of it and continue the same pattern until you have done 12 x 2 = 24.

Day 4:26/9/2013- Shape Treasure Hunt

This chart actually shows a very interesting way of teaching young children 2D shapes and will like to share it with everyone.

IMG_0001

Please enlarge it if you cannot see the picture

Shape Treasure Hunt Game

  1. Place 2D shapes around the classroom.
  2. Give each child a card with a shape property written on it.
  3. Challenge pupils to find the matching shape.

IMG_0002

Day 3: 25/9/2013-Fruity Fractions

I find this interesting lesson on Fruity Fractions, whereby you can teach children from the ages  of 5-7 all about fractions. The ideas are from Liz Webster and Linda Duncan.

IMG

Please enlarge it if you cannot see it clearly

‘Human Fruity Fraction Puzzles’

  1. Give each child a section from a giant apple.
  2. When the hooter sounds, they have to make a whole apple by joining up with other children. (For example, two children who each have half an apple would get together and make their apple on the floor.)
  3. Make it more difficult by asking pupils to make their puzzles in different ways, such as: one half and two quarters.
  4. Players could sit in a hoop when they have made a whole apple.

IMG_3959

Day 2: 24/9/2013- Whole Numbers

 

Today in class, I learn about numbers. So what are whole numbers?

Whole number are a collection of positive numbers and zero. The whole number is represented as {0, 1, 2, 3, 4, 5, 6, 7, 8, 9 ….}.

Whole numbers can be used as:

Cardinal Numbers: Tells “how many.” Cardinal numbers are also known as “counting numbers,” because they show quantity.

Ordinal Numbers: Tell the order of things in a set—first, second, third, etc. Ordinal numbers do not show quantity. They only show time or space.

Nominal numbers:  Names something—a telephone number, a player on a team. Nominal numbers do not show quantity or rank. They are used only to identify something.

I find an interesting video about Number bonds by Dr. Yeap Ban Har and will like to share with everyone:

 

I also find a ‘ten frame’ activity online where children can do, at

http://illuminations.nctm.org/ActivityDetail.aspx?ID=75

 

 

Day 1: 23/9/2013-Tangram

What is a Tangram?

Tangram is a traditional Chinese puzzle made of a square divided into seven pieces (one parallelogram, one square and five triangles) that can be arranged to match particular designs.

What can children learn from Tangram?

Tangrams allow children to become familiar with geometric shapes as they learn  classification of the shapes, spatial rotation and the vocabulary required for  positioning the shapes. Children of all ages can enjoy tangrams if appropriate  tangram sets are chosen.

Today in class I learn how to make a rectangle using Tangram.

These are the rectangles I made:

20130923_212132[1]  20130923_211059[1]

 

 

 

 

 

I find this video which teaches you how to make a rectangle using Tangram:

I also find a website which allow children to create different shapes using tangram online.

The link is as following: http://www.abcya.com/tangrams.htm

Pre-course Reading

Dear Parents,

According to Thomas Friedman from his book in ‘The World Is Flat’ (2007), he pointed out that in the world that is digitized and surrounded by algorithms, Math lovers will always have career opportunities and options. Science is a process of figuring out or making sense and mathematics is the science of concepts and processes that have a pattern of regularity and logical order.

Today’s children must not only know the concept of applying Math but also have the tools and prior knowledge to solve a problem. Children must not only know learning theory behind Math but also must have a positive attitude and belief that they can do any problem sums with problem-solving abilities.

Today I am going to introduce all of you to the Bee-Bot which is an award-winning programmable floor robot. It can be used as a technology tool in class to help students to focus on Mathematical ideas, to reason and to solve problems in many ways.

BEE-BOTBee-Bot

Bee-Bot can be used for many Mathematical concepts of number and operations; measurements; data analysis and probability. This is how Bee-bot can teach children using the five process standards:

  1. Problem solving standard – Children can discuss with each other on which directions should the Bee-Bot move and problem-solve the directions.
  2. Reasoning and Proof standard – Children can experiment out with the movements of the Bee-Bot to achieve their objective they have set in the first place.
  3. Communication standard-Children need to work in a pair or a group of four to move the bee-bot in all the mathematical activities. This process will help them to discuss on which directions the Bee-Bot  must move which enhances their language skills as they use vocabularies like left, right, forward and back.
  4. Connections standard – Children can understand how mathematical ideas interconnect and build on one another to produce a coherent whole. For example: Children can actually learn about numbers but at the same time they can also learn about directions as they need to figure out on how to make the bee-bot move.
  5. Representation standard – Children can actually creating the directions the Bee-bot can move in a piece of paper and use this data to solve problems.

Bee-Bot can be used for teaching many useful Mathematical ideas. I will like to share with you a video on one of this Mathematical idea as following: