Assignment 3

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School

Swinburne University of Technology *

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Course

20002SO

Subject

Mathematics

Date

Jun 5, 2024

Type

docx

Pages

5

Uploaded by GeneralBraveryWombat4

EDU20002: Assignment 3 Student Name: Erin Kubler Student ID: 104575654 Setting: Kindergarten Age group/Year level: 3-5 years Concept: 1 to 1 Correspondence, counting and number recognition Curriculum Link/s: Children are Effective Communicators Communicating Exploring numeracy in personally meaningful ways INTRODUCTION: The term "number sense" is a relatively new one in mathematics education. It is difficult to define precisely, but broadly speaking, it refers to "a well organised conceptual framework of number information that enables a person to understand numbers and number relationships and to solve mathematical problems that are not bound by traditional algorithms" (Bobis, 1996). Developing these skills early in life lays the foundation for a solid understanding of more complex concepts later in life. It’s a crucial developmental skill that acts as a compass in the mathematical journey, ensuring students navigate through the subject with clarity (Kennedy-Ronan, 2023). Without a person developing number sense, they will struggle to apply efficient strategies and see connections between number, which could lead to dyscalculia, a learning disorder that affects peoples ability to understand number-based information and mathematics. There are multiple skills that are involved in having number sense. Some of these include number identification, one to one correspondonce, stable order, cardinality, and magnitiude. There are multiple ways that young children begin to learn number sense however before the age of three, young children will learn this predominately through play, real world experiences and hands on learning. An example of this could be counting how many blocks they can stack, finding numbers on houses when on a walk, or creating groups of so many objects and remembering how many are in each group. During this play based experience, parents and caregivers play a vital role by intergrating numeracy acitivites into daily routines such as counting steps, identifying numbers within their environment and comparing quantities. From the ages of three to five years, may children have prior understanding of counting, one to one correspondence and number recognition through play-based learning experiences. During these years, learning should be developed through individual or self paced, play experiences where the teacher is able to predominately observe student's. Throughout these obervations, the teacher will be able to have discussions and explicitly teach some learning content to reinforce or correct these concepts and ideas. ACTIVITIES: Assignment 3 template
Activity One: Game: What’s the Time Mr. Wolf? Utilising the fun and interactive game of Whats the Time Mr. Wolf is one way to introduce the mathematics skill of one to one correspondence and counting. When a student is playing the role of trying to sneak up to the wolf, student's will begin to understand the concept of one to one correspondence when the begin stepping towards the ‘wolf’. Additionally, when the children are moving towards the ‘wolf’, they often begin counting each step that they take in numerical order. Not only is this a fun and exciting game for young children to engage in, they unconsciously begin to explore these number sense concepts. Activity Two: Game: Hopsotch Hopscotch is another fun way for student's to engage in gross motor development as well as begin to develop the mathematical skills of one to one correspondence, counting and begin to introduce number recognition. This game develops the skill of one to one correspondence through jumping into each square and counting after each jump, which is similar to counting and pointing using a finger, but a whole body movement instead. Additionally the concept of counting is intertwined throughout this experience through children hopping from each square and counting each jump they make. Finally, this fun activity begins to introduce number recognition to young children. As they are hopping to each new square and counting as they move, the children will also be able to see the number within that new square to link with the number they are counting to. Activity Three: Activity: Bead Threading onto Pipe Cleaners This activity focuses on recognising the numbers written on the top of pipe cleaner as seen in the image as well as counting. During this fine motor acitivity, a child will pick a pipe cleaner and identify the number at the top of the pipe cleaner before carefully counting out that exact about of beads. These will then be threaded onto the matching pipe cleaner before moving onto another. During this acitivity, children will again engage in a interesting fine motor (Aussie Childcare Network, 2023)
activity that unconsciously develops their understanding of counting and number recognition. Activity Four: Game: Bean Bag Toss Bean bag toss games are always a favourite with young children. During this game, buckets or hula hoops will be set up with different numbers between 1 and 10 on them. Student's will then pick a hula hoop or bucket, read the number and then continue to throw the corresponding number of bean bags into these bukets or hula hoops. This game not only works on gross motor skills and hand-eye coordination, but also develops mathematical concepts such as one to one correspondence and counting through counting each bean bag that is thrown as well as practicing number recognition by reading the number on each bucket or hula hoop. Activity Five: Game: Bingo The game of bingo is another way to continue to develop the mathematical concepts of number recognition. As this game is based around a person finding corresponding number on their game board, this gives student's the opportunity to pratice recognising number from 1 to 10. To introduce this game to young players, beginning with a small game board of four to six numbers would be ideal as some student's may get overwhelmed with learning a new game with up to 10 unfamiliar symbols in front of them. If a game board is set for young players, this could have dot to replace numbers and therefore requiring student's to count in order to place a marker on the correct tile. OVERVIEW: During Activity One: Whats the Time Mr. Wolf?, the student will demonstrate their understanding and learning of one to one correspondence and counting by counting each step. More specifically, the activity is child centred and would be encouraged to run with their peers, therefore the teacher or educator would be observing the conversations and movements of each child. Similarly to activity one, in the game of hopsotch and bean bag toss, student's learning and understanding of one to one correspondence, counting and number recognition will be observed by a teacher or educator. The teacher may wish to explain or assist student's through counting and recognising the numbers however the game is designed to be student lead. On the other hand, the last acitivity of bingo can be tricky for young student's to understand. This is why this activity would be lead by the teacher. After the teacher has explained this game, the teacher will guide this game and will be able to assist, explain and observe student's understanding throughout. When assessing the student's learning in activity three: Bead threading onto pipe
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