Standards for Math Child Evaluation - Article Example

Standards for Math Child Evaluation Introduction Children may not regularly utilize shapes in their regular discussion or English lessons. However, it is still worth showing your pupils, certain essential shapes, particularly in the event that you are going to instruct them. Knowing basic forms can be necessary when a child attempt to clarify objects that they dont understand. This article gives a few thoughts and exercises on instructing shapes to preschool and kindergarten children and teens. (Busy Teacher, 2015). Have you ever cared to think why it is important to teach preschoolers about shapes? At this age are children able to discern the similarities and differences that exist between various shapes? In the play, children can sort and classify different shapes. The ability to sort out different shapes is the beginning of learning mathematics. According to other scholars, there are many ways to teach young learners about shapes. They include: The tutor can request children to name the body part or number you are indicating as a class or by volunteering (Christopher, 2015). The teacher can likewise survey vocabulary by utilizing cheat sheets or by inspiring vocabulary for the children to see what they can recollect (Case, 2015). The teacher can utilize the fundamental shapes by working with children; have them make the shapes using particular hand motions as they practice the words. This will help bring out what the new words mean (Broomfield, 2011). Subsequently, the tutor can lead a talk about how to sort and present shapes. Activities for Math Child Evaluation It starts with reading a book that had enough information about shapes; this helps me know to get more information about the shapes the child had ideas about. I am the one responsible for the evaluation of this child. From the information accessed from the child responses the tutor was aware of what triangles, circles, squares and rectangles. Despite of this knowledge, the child missed out some figures that led to him asking questions pointing at the diamond and oval figures like, what is this? What is the name of this figure? The child was also interested in understanding the sides and shapes. I responded to the child’s questions giving the names that I requested he should answer after. What are these shapes? This one is called diamond shape and this one oval shape, and the child was good in responding (Sendspace, 2005 – 2015). Secondly I used the game called tri-ominoes that I did the child know how to identify the shapes of the figures in the game, which was a 3 sided figure and each had 3 points. The child asked me, how many points and sides does a rectangle has? And I replied 4 sides 4 points; I did this progressively to let the child know all the shapes with their sides and points. On the following day I interacted with the child with questions to know if he still remembers the shapes. After this I gave him a paper that contained shapes and I told him about the shapes’ sides and points. Geometry standards are now less about identifying, knowing and measuring shapes and much more of building and deconstruction of the shapes (Mongeau, 2014). He then started to cut the shapes, while cutting, he told me I will cut this side and this, and the child asked me what he should use to cut, I told him scissors which he was able to use and make the desired shapes. On the next we played a game with the parts that were bread, cheese and tomatoes that have different shapes, while playing we discussed different shapes, where the bread had a cuboid shape and each side had one point. This game made the child excited that really related to natural life. The child asked me if it was like the usual things and I said yes and the child was able to play the game knowing the points and sides (Sendspace, 2005 – 2015). There after the child was on match activities to help me know if he is able to identify shapes and their sides with points each had. The child asked me if I know how to match and I said yes he was very excited. On the next day we played with color pipes attempting to make shapes, the child created 2 pipes as X that he said they were 4 triangles and they had a point for joining. The child asked to know how the points of the triangles are joined, and I told him to join the ends of the pipes and the child was able to do make the shapes. On the next day we sat on a carpet where we talked about the shapes and the child was able to point at the shapes on the carpet. Identifying each shape with the sides and points, this is a circle and has no sides and has no points. The child wanted to know if he had got them all right that made him excited. This was followed by learning how to draw shapes as we already knew the sides and the points. We drew by first putting the points then joining the sides to each point. The child asked what we need to draw the sides. And it told him that we were in need of a ruler, and the child used the ruler to draw the sides. Finally we used a black board to draw the shapes and we were first to put the points the join them all together to get sides of the shape, the child asked me what shall we use to join the sides, and I told him we will use free hands, and the child was able to draw the shapes. Teaching elementary school math has even gone much deeper gaining new tricks. Implications According to the new standards students are required to show a deeper understanding that calls for teachers to change their mode of teaching (Mongeau, 2014). The standards used to teach the child above are the recommended procedures of evaluating children in the second graders. Reading shapes, building figures from shapes and making a picture book provides children with an opportunity to explore their different perspectives. Children can build on their existing strengths as they learn about the structures of shapes and space (Sarama& Clements, 2009).Through active engagement, children can learn more effectively. Ideas related to shapes are very crucial for children learning. Playing with shapes helps the child get ready for reading and develop early math skills. These skills help children identify shapes in real life, create more images with shapes and draw the standard shapes. Reflection Perusing shapes, building figures from shapes and making a photo book furnishes kids with a chance to investigate their alternate points of view. Youngsters can expand on their current qualities as they find out about the structures of shapes and space.Through dynamic engagement, kids can take in more viable. Thoughts identified with shapes are exceptionally essential for kids learning. These abilities help kids recognize shapes, and all things considered, make more pictures with shapes and draw the standard shapes. Shapes may not be the most vital segment of material that understudies study, and this vocabulary is unrealistic to come up over and again in the course yet showing fundamental shapes is still essential. Later on, when understudies are taught the descriptive word type of these words, for example, round and triangular, in any event they will be expanding upon the beforehand learned material. Learning math’s requires good observational skills that are more common in preschool children. When children listen to adults reading, they can learn all the vocabularies. The more times a child learns math and engages in other activities helps them understand geometry more clearly (Deboys & Pitt, 1997). The understanding of shape is a tool for learning other skills in all curriculum areas that include language, reading and math. In everyday life, we interact with shapes. Through these interactions, children identify shapes according to how they appear. They associate shapes with what they see around them. Demonstration or examples provide a better learning tool for the young children as they like experimenting. References Broomfield, L. (2011). Complete Guide to Primary Gymnastics. Human Kinetics. Busy teacher. How to Teach Shapes. 22 April 2015 . Case, Alex. How To Teach Shapes To Young Learners. 1 July 2012. 22 April 2015 Christopher Cascio, Demand Media. Activities to Teach Kindergarten Students About 2D and 3D Shapes. 22 April 2015 . Carbonneau, K. J., Marley, S. C. & Selg, S. C. (2013). A meta-analysis of the efficiency of teaching mathematics with concrete manipulative. Journal of Education Psychology. Vol 105 (2) pp380-400 Mongeau, L. (2014). Common core standards bring dramatic changes in elementary school math. EdSource. Sendspace (2005 – 2015). Retrieved on 23 April 2015 from https://www.sendspace.com/file/q6u462 Read More