unit 10 mathematics week 2
DESCRIPTION
mathsTRANSCRIPT
![Page 1: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/1.jpg)
23,5,12,3,15,13,5, 20,15, 13,1,20,8,5,13,1,20,9,3,19.
![Page 2: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/2.jpg)
MATHEMATICS IS AROUND US
• How do we use mathematical skills everyday?
![Page 3: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/3.jpg)
MATHEMATICS IS AROUND US
• How do we use mathematical skills everyday?
• Shopping• Pouring a drink • Filling a bowl or plate with food • Placing objects down • Picking objects up
• The list is endless
![Page 4: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/4.jpg)
QUOTE FROM DOE
• Mathematics is a creative and highly interconnected discipline that has been developed over centuries, providing the solution to some of history’s most intriguing problems. It is essential to everyday life, critical to science, technology and engineering, and necessary for financial literacy and most forms of employment. A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject
![Page 5: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/5.jpg)
AREAS/STRANDS OF MATHEMATICS
• EYFS• Number, shape and measures
• Primary Framework for Mathematics • Using and applying mathematics• Counting and understanding number• Knowing and using number facts• Calculating• Understanding shape• Measuring• Handling data. Sept 2013
![Page 6: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/6.jpg)
UNDERSTAND CHILDREN’S MATHEMATICAL DEVELOPMENT
Research and rediscover Piaget’s constructivist theory – 20 minutes
Look at the stages and link these to maths knowledge learnt – use worksheet provided for your answers.
![Page 7: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/7.jpg)
UNDERSTAND CHILDREN’S MATHEMATICAL DEVELOPMENT
• Linked to Cognitive Development
![Page 8: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/8.jpg)
Schema Stages
Stage 1 Assimilation
(child builds a theory) This is a cat
Stage 2 Equilibrium
(everything seems to fit this theory) Still a cat
Stage 3 Disequilibrium
(something happens to cast
doubt on the theory) Cat???
Stage 4 Accommodation
(new information is added into
the schema) These are all cats
![Page 9: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/9.jpg)
PIAGET
• In assimilation, the individual absorbs new information, fitting features of the environment into internal cognitive structures. In accommodation, the individual modifies those internal cognitive structures to conform to the new information and meet the demands of the environment.
• A balance is maintained through equilibration, as the individual organizes the demands of the environment in terms of previously existing cognitive structures.
• A child moves from one stage of cognitive development to another through the process of equilibration, through understanding the underlying concept so that the understanding can be applied to new situations. Equilibration is a balance between assimilation and accommodation
![Page 10: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/10.jpg)
WHAT ARE THESE WORDS?
‘FIND THE DIFFERENCE’‘arrange in order’
‘read the table below’‘PATTERN
’
‘more’
‘less’
‘Double’
‘subtract’
‘THE SAME’
‘match’
![Page 11: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/11.jpg)
DESIGN A POSTER
• In pairs design a poster that will help children to acquire mathematical knowledge terms
![Page 12: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/12.jpg)
STARTER
Write down as many children’s rhymes and songs you remember that have numbers in them.
Remember that mathematics in the early years is broken down into numbers, space, shapeand measures. It is important for children to know the sequence for counting and understanding numbers and calculating.
![Page 13: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/13.jpg)
NUMBERS
![Page 14: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/14.jpg)
MEASURE
![Page 15: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/15.jpg)
SHAPE
![Page 16: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/16.jpg)
SPACE
![Page 17: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/17.jpg)
BASIC PRACTICAL SKILLS IN EARLY MATHS EXPLORATION
Identify and describe the skills needed and the purpose for these skills using the worksheet provided.
![Page 18: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/18.jpg)
IMPORTANCE OF EARLY MATHEMATICAL SKILLS
• Theories and research have supported practitioners to know the importance of early mathematical skills.
• Skills such as:
• Matching and one to one correspondence• Pattern making • Sorting • Counting and ordering • Recording
![Page 19: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/19.jpg)
CREATE AN ACTIVITY TO HELP CHILDREN TO EMPLOY A RANGE OF STRATEGIES
![Page 20: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/20.jpg)
BUILDING CHILDREN’S CONFIDENCE. WHAT IS BEST PRACTICE? STARTER
![Page 21: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/21.jpg)
RESEARCH HAS SHOWN THAT THE PRACTITIONER PLAYS A HUGE PART.
Provide a positive attitude
Provide fun
methods to learn
Engage all
children
Introduce tasks in a way that
stimulates
Ensure understanding
of concepts
Make opportunities to explore
mathematics
Promote independence
![Page 22: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/22.jpg)
DIFFICULTIES
If children have not had the opportunity to fully understand a concept before moving to the next they will face difficulties
Children can quickly start to feel that they cannot ‘do’ maths and lose confidence if they find it challenging.
![Page 23: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/23.jpg)
GOOD PRACTICE
• Ensure children have understood the concept – consolidate
• Ensure children have understood the meaning of specific language
• Talk to children about their understanding
• Break it down to manageable chunks
• Do not let it be too challenging that children become un confident, dislike mathematics or find it difficult.
![Page 24: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/24.jpg)
UNDERSTAND HOW TO SUPPORT CHILDREN’S MATHEMATICAL DEVELOPMENT
Why is it important you are linking activities to the children’s experiences?
Consider you were setting up a morning session with young children, what activities would you plan?
Highlight what mathematical skills you would be promoting.
![Page 25: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/25.jpg)
Board games
Environment
Making patterns
Water and Sand Play
Timers to count down tidy up,
tasks.
Singing and stories
Role play area
Cooking activities
Trips
Incorporate mathematical
concepts
IT activities KS1 KS2
Sorting activities
Matching activities
![Page 26: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/26.jpg)
DESIGN AN ACTIVITY CONSIDERING EYFS A UNIQUE CHILD
Consider the EYFS and use examples from placement to select activities for children that support the development of numbers and space, shape and measures development. Choose four appropriate activities, for children across the age range and in different settings, you must give reasons for your choice of activities.
![Page 27: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/27.jpg)
CHILDREN’S LEARNING OF MATHEMATICS - STARTER
What will your role be?
In your groups discuss the role you have been given as to what you would witness in practice.
Can you relate to using these strategies in your own practice?
Did you use these strategies effectively?
![Page 28: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/28.jpg)
CHECKING CHILDREN’S UNDERSTANDING TO INFORM PLANNING
In your groups discuss the following points:
How do we gain knowledge of children’s mathematical knowledge?
When do we check children’s mathematical knowledge?
How will you use the information you have collated?
![Page 29: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/29.jpg)
YOU WILL NEED TO CHECK AND KNOW
• Children’s level of attainment
• You may target set, particular children to support their attainment
• Check children’s understanding and consolidate concepts
• Ensure activities are tailored to meet the needs of your children and provide appropriate challenge to them.
![Page 30: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/30.jpg)
THE PLANNING, TEACHING AND EVALUATING CYCLE
Planning
Teaching Evaluating
![Page 31: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/31.jpg)
METHODS TO ASSESS CHILDREN’S MATHEMATICAL UNDERSTANDING
Observations
Practical Tasks
Questioning
Summative Assessment (EYFS profile, SATS)
![Page 32: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/32.jpg)
WORKING WITH PARENTS
How did your settings work with parents?
![Page 33: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/33.jpg)
GOOD PRACTICE
• setting up a system of home study; • helping parents understand the sequencing of
mathematical skill development; • suggesting materials and activities that are
entertaining and suitable for their child's level and which can be done in a reasonable amount of time;
• providing clear guidelines on how to use materials; • giving feedback on the successes and failures of home
activities; and • knowing when to stop working with a child on an
activity so that a good working relationship is maintained.
![Page 34: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/34.jpg)
AND FINALLY ………..
Assignment brief
Qualification BTEC Level 3 National Diploma in Children’s Play Learning and Development
Unit number and title Unit 10: Supporting Children’s Literacy and Numeracy Development
Assessor name Sharon Chadd
Date issued 20th October 2014
Deadline 1st December 2014 (Summative)
![Page 35: Unit 10 mathematics week 2](https://reader036.vdocuments.us/reader036/viewer/2022062319/557dad53d8b42a467c8b4e32/html5/thumbnails/35.jpg)
WHAT ARE YOUR STRENGTHS AND WEAKNESSES IN MATHS?
Children will not acquire mathematical understanding evenly across the different areas of
mathematics