Early Childhood Math and Science EC400 assignment 8-3

docx

School

Ashworth College *

*We aren’t endorsed by this school

Course

EC400

Subject

Accounting

Date

Apr 3, 2024

Type

docx

Pages

Uploaded by wendyharrs

Wendy Harris AC2110514 Early Childhood Math and Science (EC400) Assignment #8 June 26, 2023

Part 1 Motivating Question How can we answer questions about two sets of items using comparison terminology (e.g., more than, less than, or the same) to describe the relationship between the groups? Learning Target I will introduce the students to our lesson “Making Estimates.” I will explain to the children that we will use phrases/words like more than, less than, or the same when we compare two small groups of objects. Students will be paired off in groups of two. Each child will have a fistful of dried beans in front of them. They will not look at the number of beans in their hand or their partners. Each child will have a turn at guessing and writing down the number. Once all the children have taken a turn, we will combine all the dried beans counting them, then I will ask the question, do we have more, less, or the same? Objective/Standard 2A: Develop an understanding of number relationships and operations. Compares two small groups of objects (up to five) by matching or counting using language such as, “More than,” “Less than,” or “Same,” to describe the relationship between the groups. Resources/Materials A large bowl, dried beans, pencils, and paper Advanced Preparation The night before I will have the bowl with dried beans set up, along with pencils and pieces of paper for them to write their answers down on a table in the Math Center. Activities/Tasks 1. Each child in the small group will be given a pencil, and a piece of paper. I will invite each child to grab a handful of dried beans keeping them in their fist in front of them. 2. Without looking at the number of beans in their hands or their partners, each child makes a guess and writes it down. 3. We will sing One Little, Two Little Beans 4. Once each child has guessed and written their answer down, I will

count the number of dried beans that each pair had altogether. 5. Each group will then tell me which group had more, less, or the same. Evaluation What challenges do I foresee teaching this lesson? Did my children really understand the terminology: more, less, and the same? Formative Assessment/Criteria for Success I will assess my children’s knowledge of the standard by providing more opportunities for them to practice counting and comparing using phrases and words of “more”, “less”, and “same.” Part 2 Math was a struggle for me when I was younger so I can totally relate to my students when they are having a bit of a struggle with math. The three children’s books that I chose that could be used in correlation with a particular math or science concept or skill are: What Comes In 2’s, 3’s, & 4’s? which was written by Anette Bley and published in March 2007 introduces numbers in a creative, and sensible manner. She uses objects that are familiar to children to explain the concept of counting. Instructing the children to look at their own bodies where they will find items in twos to answer the question: what comes in 2’s? The concept that I would use would be 1.c: developing the ability to subitize small quantities (recognizes a set of one to three items or events and can tell how many without counting). The activity I chose is “How many Hands.” The children will sit in a circle with their hands outstretched and count how many hands there are in the entire class by counting by twos until everyone’s hands have been counted. Then we will go on to other parts of the body such as two legs, two feet, etc. To extend the activity I would have the children think of a few things that come in twos, threes, and fours, and count how many there would be if we had multiple things.

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version

Access to all documents
Unlimited textbook solutions
24/7 expert homework help

Mouse Shapes by Ellen Stoll Walsh was published in July 2007. What can you make with one oval, two circles, and eight triangles? Three clever mice found a funny way to trick a sneaky cat. This book is a celebration of shapes, colors, and innovation. The mice run and hide from the cat and find themselves in a sea of different shapes. They put the shapes together to make many things. When the cat threatens to come back, they turn the shapes into three big, scary mice to keep the cat away! Then they settle down to a lunch of Swiss cheese, also made from a shape. 4.a: Developing the ability to recognize shapes and their attributes is the concept that I would use with this book (recognizing basic shapes (i.e., circles, triangles, squares, or rectangles of different sizes). The activity I chose to implement was “The Shape of Things.” I would have a small group of children in the art area where various art materials were made available (construction paper, pencils, crayons, markers, scissors, glue, etc.) for the children to trace and cut out different shapes to create recognizable images from the story including the three mice. The last book I chose is “10 Little Chipmunks” A Counting Rhyme written by Ruthanna Long published in 1971. A colorful golden sturdy book about a mother chipmunk that lives in a shoe with her ten little chipmunks. This story is very similar to the nursery rhyme “The Old Lady Who Lived in the Shoe.” Mother Chipmunk gets up one beautiful day in May and tells them that they must help her clean the house. The mother chipmunk gave out instructions on what was to be cleaned to all ten of the little ones and as they were cleaning one by one, they went off to do something else instead of what the mother said. Big bold colors grasp the attention of the reader along with those bold numbers for easy identification. The children can count down from 10 to 1 as the cleaning of the house takes place in this rhyming book. I would use concept 1.d: developing the ability to recognize and name written numerals (names some written numbers one to ten). The activity I chose was a flannel board math story. I will have the children sit in a circle

in our large group area facing the flannel board. I will place the ten chipmunks on the flannel board along with the mother chipmunk and the numbers one through ten. As I read the story one child will come up and remove a chipmunk and a number from the flannel board, then we will count how many are left. We will continue to read a part of the story, have a child remove a chipmunk and number, then count how many are left. This will continue until all the chipmunks are gone except one. This last one wanted to stop but the others came back, so now we will add the little chipmunks back to the board counting them again, but forward and not backward this time.

References: Charlesworth, R. (2016). Math and Science for Young Children (8 th Ed.). USA: Cengage Learning. 20 Channel Center Street. Boston, MA 02210 Ohio Early Learning and Development Standards. (2022). https://www.Education.ohio.gov

Your preview ends here

Eager to read complete document? Join bartleby learn and gain access to the full version