EDEC 113 assessment 2
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Mathematics
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Nov 24, 2024
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EDEC 113 assessment 2
Activity 1: Basic Number Relations
The goal of this game is to assist preschoolers and kindergarteners build their conceptual grasp
of number relationships, with a focus on sequential and successive ordering. It's a fun and
practical tool for teaching kids about the sequential nature of numbers (Adler, Salanterä, &
Zumstein-Shaha, 2019).
You will need a collection of items or materials that may be used to physically depict numbers in
order to carry out this task successfully. Number cards, counting blocks, and even spoons,
buttons, and multicolored beads are all viable options (Adler et al., 2019).
Hands-On Number Sequencing
Start by teaching the kids about numerical order. Introduce them to a collection of numbered
flashcards or physical items. Try counting by ones from one to five. Arrange the cards or items in
a line and have the kids notice how they go (Adler et al., 2019).
Have the kids take an active role by putting the cards or items back in the right order themselves.
To do this, you might ask questions such, "What comes after the number 3?" or "Can you put
these numbers in the right order?" It has been shown that... (Adler et al., 2019).
Succession with Everyday Objects
Avoid the dry monotony of counting on paper by substituting real-world items. Collect a wide
range of materials, such as forks, buttons, and beads. They should be stored on a tray or other
container (Adler et al., 2019).
Put the items in a logical arrangement and show how to do it. Spoons may be stacked in
ascending size order, and button colors can be lined up from left to right. Questions like "Can
you continue the sequence with the remaining spoons?" or "What color should be next in the
button sequence?" may help to keep kids interested and thinking critically (Adler et al., 2019).
Challenge and Variation
Introduce new twists to the game as the kids get the hang of counting in sequence. Add
additional items or greater numbers to the sequences to make it more difficult to follow. Children
may also be encouraged to make their own sequences using the resources provided (Adler et al.,
2019).
This twist not only tests their knowledge, but also encourages them to think critically and solve
problems. In the long run, it sets students up for success in higher-level mathematics (Adler et
al., 2019).
Discussion and Extension
Discuss the developed sequences in depth. inquire about topics such as "What patterns do you
notice in these numbers or objects?" and "Can you explain the order you chose?" (Adler et al.,
2019).
The hands-on and interactive approach provided by the Basic Number Relations exercise
provides a firm groundwork for kids' later knowledge of the relationship between numbers and
their order. Children's knowledge of fundamental number relationships may be improved by the
use of amusing and interesting activities that make connections between abstract mathematical
ideas and real-world objects and experiences (Adler et al., 2019).
Activity 2: Primary Generalizations (Sorting and Grouping)
Topics covered in this exercise include categorization and grouping, two of the most
foundational ideas in mathematics. The goal of this exercise is to provide young children with
the tools they need to understand and employ these fundamental ideas (Alam, 2022).
Tools and resources: For this exercise to work, you'll need a wide range of items that can be
classified in several ways. You may use things like buttons, animal miniatures, or building blocks
of different colors. You may also help them organize their things by giving them containers or
trays (Alam, 2022).
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Implementation:
Sorting
The initial part of this task is sorting. Spread out a variety of items on a table and introduce them
to the kids one by one. Instruct them to compare and contrast the items to find the differences.
Questions like "What do you notice about these objects?" or "How are they different from each
other?" might help spark discussion. (Alam, 2022). Pick one characteristic, like color, and show
how it may be used to organize the items. Help the kids sort the red toys into one basket and the
blue ones into another. Involve them in this sorting procedure and get their input (Alam, 2022).
Grouping
The second part of this task, "grouping," is classifying things into groups according to
predetermined criteria. Challenge the kids to think outside the box once they've classified things
by one characteristic. As an alternative to color-coding, you may propose sorting things by size
or form (Alam, 2022). These variant challenges young minds to explore alternative classification
schemes for familiar objects. They get a broader perspective on fundamental generalizations
(sorting and grouping) when the idea that objects might belong to many groups is introduced
(Alam, 2022).
Hands-On Learning
The focus here is on experiential learning. Children not only strengthen their grasp of key
generalizations but also learn crucial cognitive abilities as they continue the work utilizing a
variety of objects and features. As adolescents actively participate in sorting and grouping
activities, kids develop skills in observation, classification, and logical reasoning (Alam, 2022).
Ask children to make piles of squares, circles, triangles, and rectangles, for instance. Children
may consolidate their knowledge of form characteristics by sorting objects into the appropriate
bins. You may also test their understanding of main generalizations by having children sort
things according to size or category (Alam, 2022).
Discussion and Extension
Talking about the things they just sorted and grouped together might help them retain more of
what they learned. Get the kids talking about what they think the reasons are for the
classifications you've made. In addition, have them try to find relationships or patterns among
the characteristics they used to categorize things (Alam, 2022).
Young children's arithmetic
development is bolstered by the Primary Generalizations exercise, which includes sorting and
grouping. They not only learn the basics, but also improve their cognitive abilities, which will
help them with more complex arithmetic in the future (Alam, 2022).
Activity 3: Basic Maths Concepts
The goal of this game is to assist preschoolers and kindergarteners learn about and understand
basic mathematical concepts such forms, sizes, and counting (Alam, 2022).
Gather a wide variety of things and materials that may be used to demonstrate these basic
mathematical ideas in order to carry out this exercise successfully. You might use things like
leaves, twigs, and stones, as well as geometric form toys, building blocks, playdough, and so on
(Alam, 2022).
Hands-On Exploration
Make available to the kids a collection of things that may serve as visual representations of
fundamental mathematical concepts like forms, sizes, and measurement. For instance, you may
provide wooden blocks of diverse sizes and hues. Allow the kids to play around with and
investigate anything they find. Children's fine motor abilities and imaginative capacities may
benefit from playing with building blocks, constructing toys, and molding playdough into
various forms (Alam, 2022).Children not only interact with the items but also actively participate
in the learning process throughout the hands-on exploration portion of this exercise. They may
practice their imagination and hand-eye coordination (Alam, 2022).
During this time, students are pushed to develop their own interests and study at their own pace.
Kids may pick and choose what they want to learn about at their own leisure. This independence
inspires a thirst for knowledge and an interest in the world (Alam, 2022).
Furthermore, cognitive abilities like problem solving and critical thinking are developed via
hands-on inquiry. Children learn to make choices, test theories, and adjust their approaches
depending on what they see and do. A solid foundation for future mathematical thinking may be
established with these abilities (Alam, 2022).
In essence, the Basic Maths ideas activity's hands-on exploration component materializes
intangible mathematical ideas into concrete, experiencing knowledge. It encourages students to
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take an active role in their education, fostering not just a deeper grasp of mathematics but also a
lifelong curiosity for learning and discovery (Alam, 2022).
Size Comparison
Size comparison is an important part of this exercise. Get kids acquainted with the idea of scale
by having them do some hands-on comparing. Ask them to identify objects that are larger or
smaller than a specified one, or to arrange blocks from smallest to biggest. This hands-on
experience with size comparison helps kids develop fine motor skills, attention to detail, and an
appreciation for mathematics (Alam, 2022).
Outdoor Exploration
If weather permits, take the lesson outside to further your understanding. Youngsters may go on
nature walks and gather things like leaves, sticks, and stones. Get them to sort the objects into
categories based on their size, shape, and other characteristics. This outdoor activity is designed
to help students make connections between what they are learning in the classroom and the real
world (Alam, 2022).
Finally, the hands-on, multimodal approach to learning offered by the Basic Maths Concepts
exercise is compelling. Children's knowledge of mathematics is enhanced when they are able to
make connections between mathematical concepts and the world around them (Alam, 2022).
References
1.
Adler, K., Salanterä, S., & Zumstein-Shaha, M. (2019). Focus group interviews in child,
youth, and parent research: An integrative literature review. International Journal of
Qualitative Methods, 18, 1609406919887274.
2.
Alam, A. (2022, March). Educational robotics and computer programming in early
childhood education: a conceptual framework for assessing elementary school students’
computational thinking for designing powerful educational scenarios. In 2022
International Conference on Smart Technologies and Systems for Next Generation
Computing (ICSTSN) (pp. 1-7). IEEE.
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Andermo, S., Hallgren, M., Nguyen, T.T.D., Jonsson, S., Petersen, S., Friberg, M.,
Romqvist, A., Stubbs, B., and Elinder, L.S. (2020). School-related physical activity
interventions and mental health among children: a systematic review and meta-analysis.
Sports medicine-open, 6(1), 1-27.
4.
Angeli, C., & Valanides, N. (2020). Developing young children's computational thinking
with educational robotics: An interaction effect between gender and scaffolding strategy.
Computers in human behavior, 105, 105954.
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Roslund, M.I., Puhakka, R., Grönroos, M., Nurminen, N., Oikarinen, S., Gazali, A.M.,
Cinek, O., Kramná, L., Siter, N., Vari, H.K., and Soininen, L. (2020). Biodiversity
intervention enhances immune regulation and health-associated commensal microbiota
among daycare children. Science advances, 6(42), eaba2578.
6.
Vazou, S., Pesce, C., Lakes, K., and Smiley-Oyen, A. (2019). More than one road leads to
Rome: A narrative review and meta-analysis of physical activity intervention effects on
cognition in youth. International Journal of Sport and Exercise Psychology, 17(2), 153-
178.
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