Teaching Primary Mathematics - Assignment Example

Mathematics lesson plan Name: Tutor Date Institutional Affiliation MATHEMATICS LESSON PLAN Early Stage 1, Kindergarten Aim: As a group the children should be able to work together in counting the numbers and as they perform the different group tasks. Individually, the children should be able to count from one to fifteen without help, use logical reasoning to answer the different mathematical questions such as addition and subtraction. Additionally the children should be able to use application in answering mathematical questions. Based on the little knowledge of numerical calculations the children have, they will be able to build on that and grow. Outcomes & Indicators: Process: WMES1.1 Asks questions that could be explored using mathematics in relation to Early Stage 1 content. Ask the children questions that are mathematically related based on the story. Ask the children questions from the story that involve counting of numbers from one to ten or fifteen. For instance, how many chicks did the hen hatch? How many animals are there in the farm? Ask the children the different structures that are there in the story. WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems. Use activities engaging the children to answer the different mathematic questions. Use objects to help the children understand the mathematical information. WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions. Using the different activities, the children have been doing, observation notes should be taken for the purposes of samples. For example, how many children have chosen the different animals in the farm? When using the different concrete materials the children should be shown the reality of the story and at the same time mathematical calculations. Content: NES1.1 Counts to 30, and orders, reads and represents numbers in the range 0-20. Count the numbers from one to fifteen and then order the children to repeat the same. Use the numbers to name the different objects in the story. For instance, the different numbers for the different chicks. NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods. Let the children try to help in separating and describing the animals in the story. How many animals are in the story? Let the children create the story by evaluating how many structures are there in the farm. NES1.3 Groups, shares and counts collector of objects describes using everyday language and records using informal methods. The children should be separated and arranged in groups so that they can easily understand. The different groups should be given and names in accordance with the animals. For instance, the cow should be given the first group. Resources: Children’s book a year on the farm written by Penny Mathews Sheet of groups of animals Piece of cardboard Coloring pencils Assessment Strategies: Observation notes Student work samples will be annotated. Observation of how the students are using logical consequences to solve mathematical questions. Evaluation of how the children are applying their knowledge as a group and individually to solve the different mathematical questions. Teaching & Learning Activities: Introduction(10 minutes) Read the book 'A year on our farm' In the process of reading the book, let the children count how many animals there are as soon as one is spotted in the story. Additionally, let the children count the number of pets and the number of the family members. It is important to ask the student what three numbers follow when they are through with the counting. Ask the students to count until they are unable to count so that it is easy to identify which is the largest number they can count. Have the children form groups depending on the different types of animals there are and how many. Teaching Notes: Make the children to sit on the floor in a semi-circular position so that they can listen to the story. Take notes of the children confidence, ability to count when they are counting the different numbers. The different groups chosen should be separated in the different areas so that the children can be able to re-enact the story. Body (25 mins): Explain the task: Cut the cardboard for the purposes of sharing them to the children in the different groups. Let the children cut the different animals from Cardboard as per the story. Additionally, the children should give numbers to the animals. After finishing the exercise, let the children colour the different animals they have to differentiate. Based on the animals there are in the farm each child is supposed to have an animal in the groups. Therefore, let the children give numbers to the animals. Now as you are telling the story, let the children count the number of structures and animals. Make the children to sit in the tables in accordance to the different groups. As the children are seated in the group, let them perform the different tasks you have given them. Observe what the children are doing while taking notes. When re-enacting the story observe how the different students are counting and whether each recognizes his or her number as they follow one another. Conclusion 10 mins: Read the story again by asking some reflection question. ‘How did you match up the numbers and the animals?’ ‘How many animals were there in total for the children to recognize?' Variation: The students can use the different objects to play application games so that they can be able to solve the different questions. Students should return the different objects used in the re-enactment in the table. Ask the children to return as they were seated in the beginning of the class. Evaluation: Is the lesson tough or problematic for the children? Were the concepts easy for the student to understand? How would I change this lesson for future use? Did all the students understand everything or there were some left out? Did the lesson go as planned and if not, why? What should be done in the future to change the situation? Pictures of the farm animals and the structures the children cut out. MATHEMATICS LESSON PLAN Early Stage 1, Kindergarten Aim: The children should be able to learn the application of subtraction and addition of the different numerical numbers. In this lesson, the children should be able to use their logical and application knowledge to solve the different questions. Based on the last lesson, the children should be able to use the knowledge of Counting from one to fifteen. Outcomes & Indicators: Process: WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems Use simple objects and materials to demonstrating the different concepts. Explain to the children how the answer to the questions has been obtained. WMES1.4 Uses concrete materials and/or pictorial representations to support conclusions In each explanation, use the different objects to show the kids how the answer is being obtained. For instance, it will be good to use animals to show the kids how if the animals die it will be subtracted and when an animal is born, it will be added thus coming up with the answers. The objects inform of chicks should be used. Content: NES1.2 Combines, separates and compares collections of objects, describes using everyday language and records using informal methods Help the children count backwards as they separate the different objects. Record and take notes when subtracting or adding. Resources: Children’s book ‘A year on our farm’ by Penny Matthews Construction paper scissors Assessment Strategies: Observation notes Discussions from the children Student work samples will be taken into account Evaluate the confidence the children have when they are calculating. Teaching & Learning Activities: Introduction (10 minutes): Read the storybook 'A year on our farm'. While reading the story again especially the part of the hen and the chicks refer to the board where there are pictures of the hen and the chicks: As the chicks are hatched, let the children count together how many chicks have been added and the total number of the chicks. For instance, the chicks are hatched one by one to thirteen. When the chicks die let, the children count them together. After they finish counting them, they should count the remaining chicks. For instance, three chicks have died meaning ten chicks have remained. Draw the different chicks that are there in the story for the students to count Make sure the students know how to calculate by adding and subtracting. Takes notes through observation whether the children understand what is really happening. Body (25 minutes): Explain the task: make a model of the hen and the chicks. First, let the children cut out the chicks that the hen is hatching. When they finish, let them color them out as they number them. Read the story from the book as they apply the model of addition and subtraction. When a chick is hatched makes sure that the children add it to the other and they count the total number. Ensure the kids understand the concept. Additionally, the kids should relate to the reality of the situation. On the other hand, when the chicks die, let the children count them as they are separating them from the rest. They should count the remaining chicks. Ensure that the kids have understood the concept in relation to the reality. Put the children in the table in the different groups. Let them cut out the different chicks in accordance with the different numbers they are. Take note of every activity in accordance with the different activities. Conclusion (10 mins): Read the story again Ask some reflection questions: ‘What was happening to the chicks when they were being born?’ ‘What happened to the chicks when they died?’ Variation: you can use plastic chicks for the calculation and reality sake for the children Children should return every object they have used in the children table. Make the children to go back in their places when the lesson started. Take notes of the different reflection questions as the children answers them Evaluation: Were the concepts easily understandable or they were difficult for the students? Were the children able to finish the concepts at ease? Are the students able to continue to the next class? Were the students able to relate the work and reality of the story? Did the class go as planned or there were problems that affected the class? Can the class be changed in future? The pictures of the different chicks’ children drew from the story 12345678910111213 MATHEMATICS LESSON PLAN Early Stage 1, Kindergarten Aim: The children should be able to identify the four seasons of the year. They should be able to identify the activities taking place in that season and how long it takes. Based on the previous lessons the children should be able to count. Outcomes & Indicators: Process: WMES1.2 Uses objects, actions, imagery, technology and/or trial and error to explore mathematical problems Show the children the different seasons in a year. Use the different kinds of activities that take place during each season in order to understand how the seasons follow each other. Using their knowledge in counting, show the children sequence of the seasons by matching them with the numbers they already know. Show the children how to use the computer. WMES1.5 Links mathematical ideas and makes connections with, and generalizations about, existing knowledge and understanding in relation to Early Stage 1 content Match each season with its number for example, season 1 is spring. Help the children count the number of seasons and their sequence. Use cut outs of numbers and seasons to match the seasons. Content: MES1.5 Sequences events and uses everyday language to describe the duration of activities Engage the children in conversations for example what season is it during Christmas, during thanksgiving or their birthdays. Evaluate whether they understand the sequences of the seasons. Resources: Children’s book A year on our farm by Penny Matthews Construction paper Scissors Crayons and pencils Computer Assessment Strategies: Observation notes Student work should be taken as a sample Listening to students reflection discussion Observe whether the students are understanding the concept Teaching & Learning Activities: Introduction (10 minutes): Read the book ‘A year in our farm' in relation to the different seasons there are in a year. Start by counting numbers from one to twenty as per the previous lesson. Asks the students questions in relation to the different seasons. For instance, ask the children to name the different seasons that are there in a year. Ask the children the different activities that happen during the year in the farm. While reading the questions let children, answer the different questions about the seasons and identify one. Introduce the children on how to use the computer and the purposes of applying it in the lesson Body (30 mins): Explain the task: make a model of the different months in a year. Let the children cut the cardboards in different seasons. They should give the seasons numbers as they occur in the year. After that, show the children how to use the computer so that they can use it. Let the children use the computer in creating the seasons. In the computer, let them indicate the different activities there are in a year. After this tell the children to number the seasons as they occur in a year. The seasons should be arranged by the teacher based on how they occur during the year. Conclusion (5 mins): Read the book 'A year in our farm' Ask students questions so they can reflect on their learning: ‘What season comes first in the year?’ ‘How many seasons are there in a year?’ Variation: A song that convey the number of seasons could be taught to the children and be sung Make the children go back to their original sitting position when the class was starting. Evaluation: Was the technology used too hard for the children to understand? If the technology was too difficult for the children which other, technology could be used. Did the children understand the concepts? Which concepts were hard for the children? How would I change this lesson for future use? How many children did not understand and if they all understood, are they ready for the next class? Lastly, did the class go as planned or there were several problems? The seasons that are there in a year Spring 1 Autumn 2 Summer 3 Winter 4 Justification In order to understand and encourage positive development of a child in his/her early education, there are different parties involved. These parties include parents, educators prior-to-school set up, and teachers in school. All these parties should work in harmony to attain the desired result in the child’s development. In Australia, the education department states that mathematics for children should be taught in an interactive manner. This is for the children to able to understand the different concepts as they concentrate (Early Childhood Australia, 2011). Additionally, the Australian association of mathematics teachers and early childhood has come up with different ways of motivating and encouraging young students to develop interest in mathematics and perform better. Contrary to what many people think that mathematics is for the special and bright students, the association has carried out research that shows every child can be good in the subject if properly natured from the tender age. The method proposed by the Australian association of mathematics teachers and early childhood has given the following recommendations to the parties mentioned earlier. The following are the recommendations given to early childhood educators as they are advised to adopt pedagogical practices that: engage the natural curiosity of the young students to help them in their development in mathematical ideas and understandings. The use of acceptable early childhood education approaches like emergent, play, and child initiated curriculum and child-centered to help them develop interest in mathematics. Educators are also advised to respond to the different cultural backgrounds of the young children in this country and ensure that all students, particularly those from the traditional indigenous communities get access to cultural and language learning that underpins the learning of modern mathematics. The association has also recommended the educator to celebrate, recognize and build on the mathematical learning that students have gained and use their own methods to solve mathematical problems as the basis of future development. This will encourage the students by making them feel comfortable and as a part of a team. The provision of learning materials should not be an issue as every educator must work with the appropriate materials that suit the students. Lastly the educators should address the learning needs of every student with intellectual disabilities through explicit teaching of applicable words and other approaches that are applicable and appropriate to each student. On the other hand, the association has provided the recommendations for the institutions that are concerned with early childhood. These recommendations are as follows the institutions should make sure that early childhood educators education program allocates adequate time for the study of sufficient and appropriate mathematics and mathematics pedagogy to enable them graduate and provide quality programs to the young students in both prior-to-school and school settings. The teachers’ education institutions and other institutions preparing early childhood educators should recognize that a lot of students in early childhood teacher education programs need to be supported in order to build positive views of mathematics and themselves as users and doers through the nature and the focus of their syllabus. The institutions should continue to have relevant and coherent research on the young student’s mathematical development and ways in which they can be helped by adults to have powerful mathematical ideas. If all this are considered a child’s attitude and development in mathematics will develop amazingly and encourage future development and interest in mathematics. Therefore, according to this paper the best way in which the educators can help the development of a young student is by use of the thing they get into contact with in there daily lives. Children are basically interested in animals so in this case the best book to use is the Children’s book a year on our farm by Penny Matthews. In addition the educators should embrace the use of technology in their teaching programs by allowing the students to participate in making some activities and using the computer to learn. References Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics. French’s Forest, NSW: Pearson Australia. Early Childhood Australia, (2011). Teaching Strategies. Retrieved August 18, 2011 from Early Childhood Australia website: http://www.sasked.gov.sk.ca/docs/kindergarten/kindapp.html Standards for excellence in teaching mathematics in Australian schools (2006). Retrieved March, 16, 2011, from the Australian Association of Mathematics Teacher’s (AAMT) website: www.aamt.edu.au Quality teaching in NSW public schools coding scale overview (2010). Retrieved March 15, 2011, from the NSW Department of Education and Training (DET) website: http://www.curriculumsupport.education.nsw.gov.au Read More