Math and Science for Young Children - Report Example

Sets Sets January 30, 2013 Sets What is a set? Sets are composed of things that are put together in a group based on one or more criteria. Sets work in both mathematics and science. Sets are groups based on a common criteria (color, shape, size, use). The words in the parentheses are a set-a set of four words. A set can also be an empty set or it can be endless. Most sets have an observable limit. (Charlesworth, 1990) Learning about sets start children on using and learning the skills of addition and subtraction. They also learn how to classify various items. Levels of Teaching Sets The first level might be called the concrete level. In learning about sets here are a few examples; a bag of oranges, a pack of markers, a set of keys. The second level can be represented by drawings. This is an abstract way of seeing sets. The third level about learning about sets is the semi-abstract level where we are moving away from irrelevant properties of individual sets and asking “how many?” and also at this level we use tally sticks to represent sets. The fourth level or the abstract level this is where students will match group items with a numeral or number. When students have learned these skills they can now learn about the cardinal numbers. The cardinal number of the set is an expression of the number proper of the set. Students and teachers call this numberness. This skill enables children to discuss sets in terms of number and provides a means by which they can understand the meaning of number. (Heddon, 1984) Sets and numbers go together in math. When learning about sets and numbers the teachers can also teach them about an empty set which is a set that has no members and this will teach the students the concept of zero. This is also called a null set. When learning this skill students are learning at the abstract level. They also learn the counting numbers which is also a set (1, 2, 3 ,4 ,5 ,6. . .) In learning about all these kinds of sets the children learn the skill of one to one correspondence and this means that each object in the first group is matched exactly with one object with the second group and vice versa. You must remember in working with this skill of one to one correspondence there are no elements left over or unmatched in either set. Examples of sets are the counting numbers, the even counting numbers, the odd counting numbers are all sets of numbers. (Heddens, 1984) Also other types of sets are the ones called the equivalent sets and they are learned along with one to one correspondence or are the ones that are equal. The students will also learn about sets being finite and infinite. They will also learn that finite sets are those that can be counted or that are empty. They will learn that infinite sets are the ones that are not empty and not finite. Activities for Sets that also Improve Socialization Since sets also teach addition and subtraction skills you can use a sheet that the students can work together to find the answers. The teacher can pair the students or the students can work with a friend to complete this activity. Children must comprehend the concept of equal sized groups before they can comprehend comparison fully. (Heddens, 1998) Children must understand the concept of sets and one to one correspondence before moving on to more abstract functions. Activity one Number sentences How many? 5 ladybugs sat on a leaf. 3 more came along. How many ladybugs in all? 3 turtles rest on the shore. 4 turtles swim in the water. How many more turtles in the water? 8 bees fly to 5 flowers. Each bee wants to land on a flower. How many more bees than flowers? There are lily pads for 7 frogs. 2 frogs hopped on the lily pads. How many more frogs can come? (Addison, 1993) Activity 2 Method: Interview Skill: Child is able to classify and form sets using verbal and/or object clues. Materials: Twenty to twenty-five objects (or pictures of objects or cutouts) that can be grouped into several possible sets by criteria such as color, shape, size, or category (animals, plants, furniture, clothing or toys). Procedure: Set all the objects in front of the child in a random arrangement. Try the following types of clues: 1. FIND SOME THINGS THAT ARE ________________________ Name a specific color, shape, size, material, pattern, function or class). 2. Hold up one object,, picture, or cutout. Say, FIND SOME THINGS THAT BELONG WITH THIS. After the choices are made, ask, WHY DO THESE THINGS BELONG TOGETHER? Evaluation: Note if the child can make a logical looking group and provide a logical reason for the choices. That is, “Because they are cars.” (“They are all green.” “You can eat them.”(Charlesworth, 1990) Activity 3 Sets and Classification: Color Objective: To sort and group by color. Materials: Several different objects that are the same color and four objects each of a different color; for example, a red toy car, a red block, a red bead, a red ribbon, a red sock, and so on and one yellow car, one green ribbon, one blue ball, and one orange piece of paper. Activities: Hold up one red object, FIND THE THINGS THAT ARE THE SAME COLOR AS THIS. After all the red things have been found: THESE THINGS ARE ALL THE SAME COLOR. TELL ME THE NAME OF THE COLOR. If there is no correct answer: THE THINGS YOU PICKED OUT ARE ALL RED THINGS. Ask: WHAT COLOR ARE THE THINGS THAT YOU PICKED OUT? Put all the things together again: FIND THE THINGS THAT ARE NOT RED. Followup: Repeat this activity with different colors and different materials. During center time put out a container of brightly colored materials. Note if the children put them into groups or sets by color. If they do, ask, “why did you put those there?” Accept any answer they give but note whether they give a color answer. (Charlesworth, 1990) Activity 4 Sets and Classifications: Learning the name SET Objective: To learn the meaning of the term set. Materials: After the children have had many sorting and grouping experiences, use materials that are familiar (that they have used in sorting and grouping activities). Activities: Show the children groups of things that they have already used, such as crayons, cups, buttons, toy cars, blocks, and so on. Tell them THIS IS A SET OF (OBJECT NAME). Show three or four sets of different things. When you have introduced several groups of things with THIS IS A SET OF (NAME OF OBJECTS), then point to each and ask: WHAT IS THIS? Always answer with YES, THIS IS A SET OF (OBJECT NAME) whether they say set or not. Next point to each set or not. Next point to each set and ask, WHAT IS THE NAME OF THIS SET? As soon as the children use the name set to refer to groups, present bunches of objects or pictures of objects as done before, ask him to find the sets. Use bunches of objects which can be sorted into at least three different sets. Follow Up: Use the term set whenever you use classification activities. (Charlesworth, (1990) Activity 5 Sets and Symbols: Fish in a Fishbowl Objective: To match sets and symbols for the numerals zero through ten. Materials: Sketch 11 fishbowls each on a separate piece of paper. On each bowl write one of the numbers from zero to ten. Cut out 11 fish, one for each bowl. One each fish put dots from 0 on the first to ten on the last. Activity: Play with two or more children. Line up the fishbowls on a chalk tray is a good place. One at a time have each child choose a fish sight unseen. Have him match his fish to its own bowl. Follow up: Make fish with other kinds of sets such as stripes or stars. Line up the fish and have the children match the fishbowls to the right fish. (Charlesworth, 1990) Conclusion All these activities can be done on the computer as well as working in pairs and groups. This paper covers the meaning of the term set. It also defines finite and infinite terms. The students will learn one to one correspondence skills as well. It also covers what a null set is when talking about sets in general. All of these activities will also improve social interactions. References Charlesworth, Rosalind & Lind, Karen K. Math and Science for young children, Unit 10 Sets and Classifying Delmar Publishing, Inc. 1990 Charlesworth, Rosalind & Lind, karne K. Math and Science for young children, Unit 24 Set and Symbols; Delmar Publishing, Inc. 1990 Eicholz, Robert E. Addison Wesley Mathematics Grade 3; Chapter One Addition and Subtraction Concepts and Facts Addison Wesley Publishers 1993 Heddens, James W. & Speer, William R. Today’s Mathematics: Chapter 3 Beginning Mathematics, MacMillian Publishing Company, 1988 Heddens, James W. & Speer, William R. Today’s Mathematics: Chapter 1 Teaching Mathematics: MacMillian Publishing Company, 1988 Read More