Sequencing Learning

If you were asked to teach children on place value, how would you sequence the five learning tasks and WHY?:

-Place value chart
-Expanded Notation
-Number in Numerals

-Number in Words
-Tens and Ones notation

Below will be my suggestion
1. Number in Numerals
First of all, I would introduce the number in numerals. My reason is that recognizing numbers in numeric form is one of the fundamental math concept that children are most familiar with. Children will be invited to perform one to one counting using manipulatives such as wooden chopsticks or ice cream sticks. Moving on, they will show cardinality understanding by writing down the total number of sticks counted.


2. Tens and Ones Notion
Next, I would introduce numbers on tens and ones. To illustrate using concrete materials, sticks will be bundled in tens using a rubber band. Each time the child counted ten, the sticks will be bundled as one. Teachers will reinforce idea that the sticks can be categorized into tens and ones.



3. Place Value Chart
The third step would be showing the place value chart to the students, after they understand the tens and ones notion. Besides tens and ones, there are higher values such as hundreds, thousands and greater. Teacher may draw the students attention to the progressive increased of the number of digits as the value increases.






4. Expanded Notation
The more technical step is the introducing expanded notion, where student will see the relation between these numbers. Students will see by adding hundreds, tens or ones would results in a final number (e.g. 345: children will see that 3 hundreds is equivalent to 300 and 4 tens will be 4o)


5. Number in words
Finally, students will be introduce to numbers in word form. This step involves a larger role of language and literacy, which might be more difficult for children to fully master, especially two digits numerals such as eleven, twelve etc.

Environmental Task - Problem solving

Speaking of problem solving, I'll not be the very first people who can come up with a solution whenever there is a problem. Relating it to Math, problem solving reminds me of those problem sums that would appear at the last section of the exam paper during my primary school days. A short paragraph of sometimes misleading or confusing sentences that demanded us poor students to come up with a solution. Haha. I sound bitter, but being able to solve those problems gained me a sense of accomplishment back then. As Algebra was not introduced till secondary one, those problem sums were taught to be solved by drawing blocks/ boxes to represent units.

Basically, students back then solved math problems by following a standard procedures; problem solve by selecting the correct formula or steps. However, i feel that young children should experience solving problems through authentic situation rather than what is depicted on paper.

The four of us, Seow Wei, Sola, Joanne and I met up at Plaza Singapura after work to discuss about how and where we could conduct an interesting Math activity for a group of kindergartners. We were walking towards Ajisen for dinner, and as i stared at the tiles on the floor, an idea popped up from my mind. I was thinking of conducting an estimation and counting activity, where children predict how many of them could stand/sit/lie down on a particular number of tiles on the floor, or how many of them are needed to reach the other end of the entrance of a shop while holding hands. We also shared many other ideas as we proceeded. When we reached Ajisen, our stomach conquered our mind to think as we ate heartily and side tracked for a little while.

Finally, we decided on the activity by inviting children to work in pairs, to create presents for Children's Day by purchasing needed materials from Daiso given a budget of $10 each. We thought that it would be easier as everything is selling at $2 (not trying to advertise). This activity integrated a number of skills, from team cooperation and planning, to math concepts such as counting money, and operations including addition and subtraction. The activity provided an opportunity to problem solve using a fixed amount to obtain the necessary items needed for making the presents, as children will have to keep in mind not to overspent and to prioritize which is more important.

1st Session Reflection

Having taken a similar module when i was studying for my diploma in early childhood, it turned out to be a whole new experience, as the first session kicked off with many brain-wrecking activities that got me intrigued. The Math module that I has during my diploma course was more theory-based, while the one conducted by Dr Yeap was much more hands-on.

“Preschool parents, in particular, often ask for pencil-and-paper activities with numbers for their children long before the children are ready for such abstract work.”(Copley, 1999, p.212)
I like seeing many manipulatives and materials used during the class, and the games and activities that come with it. It further reminded me that Math should be taught in a fun way so that preschoolers could learn and at the same time, enjoy learning Math. I always believe that the foundation of Math concepts should be build through hands on experience, especially for preschoolers.

I've also learned a number of cool math tricks! The addition of the numbers on 2 dice and the poker card tricks by spelling the numbers. Not forgetting the 'take one or two" game, it was something I played when I was in primary school! Today's session gave me some ideas of the activities i can include in the math learning centers in my class! Before I end, I found this really cool clock trick! somehow, it always ends at 6... hmmm...