FACULTY OF BUSINESS & MANAGEMENT

SEMESTER 3

HBMT1203

TEACHING OF PRE-SCHOOL MATHEMATICS

MATRICULATION NO IDENTITY CARD NO. TELEPHONE NO. E-MAIL LEARNING CENTRE

: : : : :

Table of Content 1.0 Introduction 2.0 Addition within 10 2.1 Activity 1- Lets count and add. 2.1.1 Learning outcomes 2.1.2 Teaching and learning aids 2.1.3 Learning procedures 2.1.4 Summary Worksheet 1 2.2 Activity 2 Is it the same? 2.2.1 Learning outcomes 2.2.2 Teaching and learning aids 2.2.3 Learning procedures 2.2.4 Summary Worksheet 2

Page Number 2 2 3 3 4 4 5 6

8 8 8 8 9 10

3.0 Money within RM10 3.1 Activity 1- Lets count and add. 3.1.1 Learning outcomes 3.1.2 Teaching and learning aids 3.1.3 Learning procedures 3.1.4 Summary Worksheet 1 3.2 Activity 2 Lets go Shopping 3.2.1 Learning outcomes 3.2.2 Teaching and learning aids 3.2.3 Learning procedures 3.2.4 Summary

11 11 11 11 11 13 14

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Worksheet 2 4.0 Three Dimensional (3D) Shapes 4.1 Activity 1- What is the Shapes? 4.1.1 Learning outcomes 4.1.2 Teaching and learning aids 4.1.3 Learning procedures 4.1.4 Summary Worksheet 1 4.2 Activity 2 Jumbled Up 4.2.1 Learning outcomes 4.2.2 Teaching and learning aids 4.2.3 Learning procedures 4.2.4 Summary Worksheet 2

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5.0 Conclusion Reference

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1.0 Introduction Mathematic is a subject that helps us to understand our world better. Preschool is a good time for the children to become attracted in counting, sorting, knowing shapes, finding patters, measurement and estimation. Therefore, it is best for the children to experience mathematics as early as they can. 2.0 Addition within 10 Before proceed with the activities, we should be aware that the children should grasp the concept of addition itself. Therefore, as a teacher, we should be able to recognize the meaningful learning processes that can be acquired through real life experience. Teacher should be able present the concept in order for the children to see the relation between the process of addition and their daily life. 2.1 Activity 1- Lets count and add. In order to know that the children understand the concept of addition, teacher can use solids to explain the concept. They can practice on it and the children should be able to do the worksheet provided. 2.1.1 Learning outcomes The learning objectives of this activity are as below: By the end of the activity, pupils should be able to: i. ii. iii. Add two numbers up to 10; Read and write equations for addition of numbers. Answer 6 out of 8 questions correctly from the worksheet given.

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2.1.2 Teaching and learning aids Teacher can always provide manipulative in this activity. Therefore, teacher can always use blocks or solid to help the pupils. The materials needed are the materials that should help the pupils in counting and adding the patterns. In this activity, we should have: i. ii. Wooden blocks or any solids. Students also can use their fingers Marker pens

2.1.3 Learning procedures i. Pre-activity

In the pre activity, the teacher would ask the pupils understanding of addition by asking them to do simple addition using their fingers, doing quick mental calculation, and write simple addition equations. ii. While-activity 1. Teacher distributes the worksheet (activity 1) to the pupils. The first three questions will be discussed and done together in the class. 2. Teacher asks two pupils to go in front the class to help to demonstrate the first question. 3. Teacher says: Ali has 4 fish in his aquarium and Anna has 3 in hers. How much fish they have altogether? 4. The two pupils then take 4 and 3 solids respectively. Teacher then says; Can you count how many fish altogether now? 5. The rest of the class will then count the solids in Alis and Annas hand and give the correct answer. 6. The process is repeated until the third question. Teacher will ask another pair to demonstrate. 7. At the same time, the teacher can ask the pupils to volunteer to write the number sentence in the white board.
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iii.

Post-activity

For the post activity, the pupils now should be able to do their remaining questions individually. After all the pupils finish their worksheet, they can check the answer together. 2.1.4 Summary This worksheet is good to use with the preschool pupils as it is colorful and uses the real things that familiar to them. It will attract the pupils interest in doing it. Teacher can challenge the pupils to build their own number sentence or addition story for each of the question given. The whole lesson conducted in doing activity 1 should not take more than 30 minutes.

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Activity 1: Lets Count and Add

1.

2.

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2.2 Activity 2 Is it the same?

This activity is a continuation of the first activity. In this activity, the pupils are challenge to explore by themselves that in order to add numbers; they can use different set of number but still have the same answer. 2.2.1 Learning outcomes By the end of the activity, pupils should be able to: i. ii. iii. Add two numbers up to 10; Give at least two possible numbers that added producing the same answer; and Answer 6 out of 8 questions correctly from the worksheet given.

2.2.2 Teaching and learning aids The materials used would be pattern blocks or solids. This is to help the pupils to build their own number sentences. 2.2.3 Learning procedure i. Pre-activity The teacher can start the lesson by recalling what the pupils have learned so far. This is including doing simple addition with their fingers, quick mental calculation, write simple addition equation and try to create their own number sentence story. ii. While-activity 1. Teacher distributes the worksheet (activity 2) to the pupils. As usual, the first three questions will be discussed and done together in the class to promote their understanding. 2. Teacher asks two pupils to go in front the class to help to demonstrate the first question. 3. The first question need the two pupils to each try to solve the question using pattern blocks. Teacher asks: Is Mary and John have the same answer? Let us count together
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4. The rest of the class will look at Marys and Johns solid in hand and counts together the answer. 5. Teacher then says: If the answer is correct, we should draw a happy smiley in the box provided The pupils will draw the correct answer. 6. The process is repeated until the third question. Teacher will ask another pair to demonstrate. 7. Teacher will ask the class once again whether they understand the lesson or not. If the pupils are still unclear, teacher should provide more examples. iii. Post-activity For the post activity, the pupils now should be able to do their remaining questions individually. After all the pupils finish their worksheet, they can check the answer together. 2.2.4 Summary This activity should not take more than 30 minutes. This activity would be more interesting if the pupils can play a game about it. One game is the Caterpillar games (example: at Picture 1). The aim of this game is to provide as many as possible addition equation producing the same answer. Teacher can start by writing a number in the first blank circle and tell the pupils to write number facts on the remaining circles. It will be continuous until there is no possible addition equation (number facts). Then the teacher will pick another number and repeat the process again until the caterpillar is full of numbers. Teacher may also ask the pupils to choose a number on their own and challenge them how many circle they can fill up

Picture 1
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Activity 2: Is it the same?

Solve the problem. If the answers are equal and balance, draw in the box provided.

and if not draw

1.

2.

3.

4.

5.

8.

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3.0 Money within RM10

Money is introduced to our children as early as they know numbers and know how to count. Integrating the topic money in their mathematic lessons as early as preschoolers will help them to understand the concept of money in the form of notes and coins in Malaysian currency. Teaching money in preschool is based on the principles that preschoolers are smart enough to learn how to handle money and that they can be taught in a fun way. 3.1 Activity 1 How Much Money In order to do this activity, the pupils should already differentiate between the values of various money denominations. The pupils should be able to count and add the money value in forms of coins and notes.

3.1.1 Learning outcomes By the end of this activity, the pupils should be able to; i. Add money in the form of coins and notes within RM10 and write the amount of money based on a certain value of money given; and ii. Answer 6 out of 8 questions correctly from the worksheet given.

3.1.2 Teaching and learning aids In this activity, we will need: i. A set of play money (specimen money) e.g. five sen, ten sen, RM1, RM5 and RM10 3.1.3 Learning procedures In this activity, the pupils should already have the background knowledge where the pupils should be able to identify the coins and notes of Malaysian money.

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i.

Pre-activity

In pre-activity, teacher will ask the pupils if they still remember and recognize the coins and notes of Malaysian money. Teacher can start by showing to the pupils the specimen coins and notes to them and then ask them to give the answer in unison. After that, teacher can ask the pupils randomly just to make sure they still remember what they have learned before proceed to the activity. ii. While-activity 1. Teacher distributes the worksheet together with the specimen money to the pupils. 2. Teacher demonstrates how to count money with the help of the specimen money. Teachers are advised to teach the pupils to always start counting from the greatest value of notes or coins and go down to the smallest value by giving example. 3. E.g. Teacher asks the pupils: How much is 1 five ringgit, 1 one ringgit, 1 twenty sen and 1 five sen? Teacher then demonstrate to the class on how to count and add from the greatest notes value given to the smallest. 4. Teacher asks another 3 or 4 questions to make sure that the pupils really understand and choose from them to demonstrate and explain how they got their answers. 5. Teacher asks the pupils to do the question 1 and 2 in the worksheet together and check whether they have the correct answer or not. iii. Post-activity

1. The pupils continue to answer the remaining questions from the worksheet with the aid from the specimen money to count and add. 2. Teacher can check on the pupils while they do their work and assist them. 3. After all the pupils finish their work; teacher will check their answer together and correct them if there is any wrong answer found.

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3.1.4 Summary This is a good practice for the pupils to strengthen their counting and addition skills. Furthermore, teaching this activity in class should help the pupils in their daily money related activities e.g. buying snack from school canteen. This activity should not exceed 1 hour to finish.

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Activity 1: Lets count and add

_________________

_________________

3 _________________

_________________

5 _________________
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________________

________________

________________

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3.2 Activity 2 Lets Go Shopping This activity is best done after doing some practice. Teacher can set up a mock grocery store in the classroom where can be set ahead before the class is started. The mock store should have some item with price label. Pupils are given the chance to play as customers and the shop keeper. 3.2.1 Learning outcomes By the end of this activity, the pupils should be able to; i. ii. Solve simple problems involving money within RM10 in real-life situations. Answer 6 out of 8 questions correctly from the worksheet given.

3.2.2 Teaching and learning aids In this activity, we will need to setup a mock grocery shop with mock items in stores. i. Enough play money (specimen money). 3.2.3 Learning procedures This activity can be the continuation of the previous activity where if done accordingly, the pupils will be able to demonstrate the transaction buy playing Shopping activities. It is good for the pupils to play pretend and do the selling and buying transaction just like the real one. i. Pre-activity

1. Teacher will assign the pupils to be the customers and shopkeeper by make them take turn in playing the roles. Teacher gives the pupils enough play money to perform transactions. 2. Teacher explains to the pupils the objective of their game of the day. ii. While-activity

1. Teacher asks one pupil to be the customer and ask him to take 3 things in the shop, e.g. a muffin, milk and a loaf of bread. Teacher then asks the pupil to show to the class the price of the

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items that he/she wants to buy, for example 80 sen for muffin, RM 1 and 20 sen for the milk and RM2 for the bread. 2. The teacher then asks one pupil to be the shopkeeper. He/she will take the payment from the customer. Teacher asks the customer how much money he/she has and how much to pay to the shopkeeper. 3. The teacher then asks the shopkeeper to give the correct change to the customer and ask how much money he/she should give back to customer. E.g. teacher can give RM7 to the customer and ask the shopkeeper to give the balance. 4. Teacher can ask the others to participate. Teacher should arrange the class so that everyone has the chance to play as customer and shopkeeper. iii. Post-activity

The teacher gives the worksheet to the pupils and asks them to do it in pairs where 1 can be the customer and the other can be the shopkeeper. They can act it out to find the answers. After everyone has finished the worksheet, the teacher can discuss the answers with the class. 3.2.4 Summary This kind of worksheet is very good in teaching them on how to add and subtract in form of Malaysian money. This would make the pupils to understand better about money. The whole lesson for this activity should not exceed 1 hour.

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Activity 2: Lets go Shopping

Money in Hand 1

Things Bought

Balance Given

RM4

RM1.20

RM1 2

RM9.90

RM2.30

RM1

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RM1.50

RM1

RM1.30 5

RM6.80 6

RM1.20

RM1.80

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4.0 Three Dimensional Shapes for Preschool Three Dimensional or 3D shapes for preschool need to be taught to the preschoolers as it served the cognitive development component. 3D shapes expose the children to be able to think as mathematic-logic by manipulating object concretely. This will develop their sense of curiosity and love to investigate and therefore, the children can relate 3D shapes with the shapes and solid in the real world. 4.1 Activity 1 What is the shape? In this activity, the children should already expose to and learned about 3D shapes and solid. Teacher needs to rebuild their background schemata if they still cannot remember and confuse.

4.1.1 Learning outcomes By the end of this activity, the pupils should be able to: i. ii. Match each solid to their respective names. Answer 5 out of 7 questions correctly.

4.1.2 Teaching and learning aids i. ii. iii. A set of playing blocks. Boxes with solid label. Objects that has similar shapes to the playing block.

4.1.3 Learning procedures i. Pre-activity

Teacher should show to the children again what shapes or solid that they already learned previously in order for the pupils to remember. Teacher show one 3D shape in front of the pupils and ask them to name it. The pupils should be able name it before teacher move on to next 3D shapes.

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ii.

While-activity 1. Teacher distributes the worksheet to the pupils. 2. Teacher gives explanation on how to do the activity by doing the first question in the worksheet as an example. 3. Teacher checks the pupils works by discussing the answer after they finish doing it.

iii.

Post-activity

1. Teacher asks the pupils to look around the class and gathers every object that similar to the solids that they have learned previously. While the pupils are finding the objects, teacher takes out boxes that has labeled with the name of the 3D solids that they have learned. 2. Teacher asks the pupils to put the objects they found in the box according to the label. 3. Teacher then checks whether the students has put the objects in the correct boxes. 4.1.4 Summary This is a very quick activity on identifying 3D shapes. This activity should be done in less than 30 minutes. Teacher can substitute the activity in the post activity by asking the pupils to build objects using the 3D playing blocks. Challenge the pupils to use all the shapes given.

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Activity 1: What is the shape? Match the shape with its name.

1.

Cuboid

2.

Cube

3.

Sphere

4.

Triangular Pyramid

5.

Cylinder

6.

Pyramid

7.

Cone

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4.2 Activity 2 Jumbled Up Other than trying to recognize the name of the 3D solid, the pupils also need to know the correct spelling of the 3D solids name. In this activity, spelling is integrated together.

4.2.1 Learning outcomes By the end of this activity, pupils should be able to; a. Correctly label the solids shown b. Recognize the correct spelling for each of the solids shown. c. Answer 5 out of 7 questions correctly.

4.2.2 Teaching and learning aids i. ii. iii. 3D solids; Flash cards with the name of 3D solids; and Colored A4 papers.

4.2.3 Learning procedures. i. Pre-activity

Teacher put the 3D solids in a line on the desk and asks the pupils to name it. Teacher would only move to next step if the pupils can answer. Teacher show the flashcards with the name of the 3D solids on it to help the pupils remember. ii. While-activity 1. Teacher distributes the worksheet (activity 2). 2. Teacher explains to the pupils of how they should do the activity. If needed, teacher can use the first question to demonstrate. 3. Ask the pupils to answer the entire questions in the worksheet given.

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iii.

Post-activity

The teacher discusses and checks the pupils answer together with them. If errors are found, the teacher will ask the pupils to do correction by drawing the solid 3Ds shapes in the colored paper given and write the correct spelling three times. 4.2.4 Summary Integrating spelling in this activity will help the pupils remember the names of the 3D shapes and adding it to their existing vocabulary. This activity should be conducted in less than 1 hour.

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Activity 2: Jumbled up! The shapes names are all jumbled up. Write the correct one in box provided.

1. neoc

_______________________

2. seephr

_______________________

3. bodiuc

_______________________

4. lincydre

_______________________

5. ngutriarla yprdmai

_______________________

6. ubce

_______________________

7. arypmdi

_______________________

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5.0 Conclusion This workbook should be able to help in daily lesson of preschool mathematics. The worksheet provided should be attractive enough for the pupils to stay interested in doing the activities. The suggestions given in every activity should be able to give guidance on how should we conduct a preschool mathematic subject.

(3026 WORDS)

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Reference

Dr Siti Fazlili Abdullah, Wong Woy Chun (2012).HBMT1203 Teaching of Pre-school Mathematics. 2nd Ed. Open University Malaysia

Kementerian Pendidikan Malaysia.(2003).Huraian Kurikulum Pra Sekolah Kebangsaan: Rina Sdn. Bhd

http://www.prekinders.com/pre-k-shapes/ http://www.teachingideas.co.uk/maths/contents_shape3d.htm http://lilcountrykindergarten.blogspot.com/2012/01/help-i-need-ideas-for-3d-shapes.html http://learningwithmrsparker.blogspot.com/2011/07/math-work-stations-chapter-7.html http://www.onlineschools.org/library/money/ http://www.kidslearningstation.com/math/addition-worksheets.asp Cliparts used are taken from the below websites, retrieved on 13th February 2013 http://www.hscripts.com http://www.clipartoday.com http://www.banknotenews.com http://123rf.com http://kidsmathgamesonline.com http://www.adaptedmind.com

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