26 Name: Elvis Gereseb 1 Student No: 201611896 Module: Learning support in mathematics
TABLE OF CONTENTS Introduction............................................................................................................................................................ 4 Unit 1 ...................................................................................................................................................................... 5 GRADE 1 ............................................................................................................................................................. 5 Description of the activity.............................................................................................................................. 5 GRADE 2 ............................................................................................................................................................. 6 Description of the activity.............................................................................................................................. 6 GRADE 3 ............................................................................................................................................................. 6 Description of the activity.............................................................................................................................. 7 Unit 2 ...................................................................................................................................................................... 8 GRADE 1 ............................................................................................................................................................. 8 Description of the activity.............................................................................................................................. 8 GRADE 2 ............................................................................................................................................................. 9 Description of the activity.............................................................................................................................. 9 GRADE 3 ........................................................................................................................................................... 10 Description of the activity............................................................................................................................ 10 Unit 3 .................................................................................................................................................................... 12 GRADE 1 ........................................................................................................................................................... 12 Description of the activity............................................................................................................................ 12 GRADE 2 ........................................................................................................................................................... 12 Description of the activity............................................................................................................................ 13 GRADE 3 ........................................................................................................................................................... 14 Description of the activity............................................................................................................................ 14 Unit 4 .................................................................................................................................................................... 16 GRADE 1 ........................................................................................................................................................... 16 Description of the activity............................................................................................................................ 16 GRADE 2 ........................................................................................................................................................... 17 Description of the activity............................................................................................................................ 17 GRADE 3 ........................................................................................................................................................... 18 Description of the activity............................................................................................................................ 18 Unit 5 .................................................................................................................................................................... 21 GRADE 1 ........................................................................................................................................................... 21 Description of the activity............................................................................................................................ 21 GRADE 2 ........................................................................................................................................................... 22 Description of the activity............................................................................................................................ 22 2
GRADE 3 ........................................................................................................................................................... 23 Description of the activity............................................................................................................................ 23 Unit 6 .................................................................................................................................................................... 25 GRADE 1 ........................................................................................................................................................... 25 Description of the activity............................................................................................................................ 25 GRADE 2 ........................................................................................................................................................... 26 Description of the activity............................................................................................................................ 26 GRADE 3 ........................................................................................................................................................... 27 Description of the activity............................................................................................................................ 27 Unit 7 .................................................................................................................................................................... 29 GRADE 1 ........................................................................................................................................................... 29 Description of the activity............................................................................................................................ 29 GRADE 2 ........................................................................................................................................................... 30 Description of the activity............................................................................................................................ 30 GRADE 3 ........................................................................................................................................................... 30 Description of the activity............................................................................................................................ 30 References ............................................................................................................................................................ 32 3
INTRODUCTION This E-book is created for early and lower primary learners in schools worldwide. It is a mathematics book which contains of activities/games teachers have to conduct before/after their lesson for the reinforcement. This is book was created out of the following topics in the NIED Junior Primary Syllabus in mathematics; Number Concept Development, Problem Solving, Computation, Measurement, Money, Geometry, and Data Handling. The activities are integrated throughout the following three lower primary themes in the environmental studies; The Social Environment, The Natural Environment, and Health, Safety & Nutrition. This E- book’s activities involve important perspectives in the early and lower primary learners because they are related to how much will be learned and how to reinforce each topic in mathematics. Who is this book for? This E-book is designed for teachers around the world in junior primary phase. It will help teachers to use to reinforce their teaching through the use of activities and games. Aims of this E-book Teachers, worldwide will: Find new and successful ways to reinforce junior primary learners with newly and traditional activities and games to make teaching and learning a success. They will also: Make teaching more fun and relevant to learners 4
E-Book UNIT 1 GRADE 1 Topic: Number concept development Theme: The social environment Topic of integration: Occupations Name of the activity: Five-Frame Tell-About DESCRIPTION OF THE ACTIVITY It is a desirable concept to start with a five-frame. This row of 5 sections is also drawn on a sheet of development paper (or use the Blackline Master). Provide teens with about ten counters that will healthy in the five-frame sections, and habits the following activity. Explain that only one counter is authorized in each part of the five-frame. No different counters are allowed on the five-frame mat. Have the children show 3 on their five-frame? “What can you tell us about 3 from looking at your mat?” After listening to from countless children, strive different numbers from 0 to 5. Children may additionally area their counters on the five-frame in any manner. What they have a look at will fluctuate a tremendous deal from infant to child. For example, with 4 counters, a child with two on each quit may say, “It has a space in the middle” or “It’s two and two.” There are no wrong answers. Focus attention on how many extra counters are needed to make 5 or how a long way away from 5 a quantity is. Next attempt numbers between 5 and 10. The rule of one counter per part still holds. As proven in Figure 9.7, numbers higher than 5 are shown with a full five-frame and additional counters on the mat however no longer in the frame. In discussion, focus interest on these large numbers as 5 and some more: “Eight is 5 and three more.” FIGURE 9.1 Making sets that are more, less, and the same. 5
GRADE 2 Topic: Number concept development Theme: The Social Environment Topic of integration: Occupations Name of the activity: Subitizing random patterns DESCRIPTION OF THE ACTIVITY Materials cardboard which contains random dots from 1-20. Flash card This game forces learners to look for random groups. Teacher can also have different occupations on another cardboard. So we will flash a card with a pattern for 1-2 seconds and then take it away. So for example whenever kids go to the mall they will be able to guess how many shops are in the mall without actually counting them. Here, learners are expected to focus mostly on the groups on the card. After flashing the teacher asks the following 2 questions: 1). How many? 2). How do you know? The possible answer that learner’s will give are: How many? They say the numbers e.g. 5 How do you know? Now they will have to say how they saw the dots that they concluded it was. For example, they might say I saw 2 dots together and again three dots where together but were a bit far from the two dots. Using random patterns these are not highly recognisable pattern, so learners are being forced to just quickly grab the groups. GRADE 3 Topic: Number concept development Theme: The social Environment Topic of integration: Occupations Name of the activity: Subitizing using card game 6
DESCRIPTION OF THE ACTIVITY This is a card taking part in game to enhance subitizing for learners. Playing cards is a very enticing to learners. Card patterns have relatable patterns. They furnish exceptional ride than each random patterns and ten frame. However, they are used in the equal way. How to play? Snip off numbers on each card which represents the range the numbers on the card. So for example if we take 7 of hearts then we solely cut off quantity seven and we are solely left with the hearts. Tear flashes the card for just about 1-2 seconds and then starts to asks the question. How many? How do you know? When you are just starting on any of this cards, when you just starting on with freshmen you must use small numbers suitable for the grade and age level, for instance 3,4,5 and keep reinforcing that understanding of 3,4,5 over and over again in special patterns. Learners may not be capable to come up with totals however they will be able to come up with groups. For instance, we have 7 of hearts, then the teacher flips the card and ask the two questions; How many? 7; How do you know? I see 5 on top and two on the bottom of the card. 7
E-Book UNIT 2 GRADE 1 Topic: Problem solving Theme: The Natural Environment Topic of integration: Saving water Name of the activity: Domino Patterns DESCRIPTION OF THE ACTIVITY Materials Dominoes We love playing with dominoes! There are so many patterns you can make with the dots on them. You may want to ask some questions: how many are there where both ends are the same? can we make strains of the ones that add up to exceptional numbers? what's the longest chain I can make where the ends of two dominoes match? Once you've got obtained to recognize all about the dominoes, make some patterns with them on the desk or floor. What thoughts do you have? Send them in - you could describe them in words or take photos and send them to us. If you haven't obtained any dominoes, you should print a set of your own from here. Why do this problem? This exercise encourages youth to explore the structure of a set of dominoes in their very own way and to suppose about approaches of developing unique patterns. Young teens might also properly respond to the colours of the dots - if you want them to focus on quantity you may pick to print off a black and white model from this print out. 8
Possible approach; This undertaking is perfect for a baby playing by myself or in a pair. Try to resist the temptation to supply too much practise - offer the dominoes and ask the youth what they can discover out about them. Can they make a pattern from some of them/all of them? Look and hear for responses the place young people are matching and sorting, and speakme about their decisions. Key questions What do you notice about the dominoes? Tell me about your pattern. Why have you arranged them like that? Which one would go next/on top/by the side of this one? Are there any more that would go in that line? GRADE 2 Topic: Problem solving Theme: The Natural Environment Topic of integration: Saving water Name of the activity: River crossing DESCRIPTION OF THE ACTIVITY Firstly, teacher should read/tell the story to their learners about three brothers who went to go look for the wood. The land was dry and the river was also dry. The three brothers went to look for fire wood in the field. The went about 5km from their home and while they were out in the field it started raining heavily. When the rain stopped, the brothers decided to go home but unfortunately the river was full of water and there was no way they could cross the river. Now the problem is the three brothers need to cross the river and they should cross with their firewood. How could the three brothers make it possible to cross the river? It rained heavy that the river is flowing endlessly. 9
The teacher lets three learners to the front and place a cardboard of river and few fire woods. The river is between the three learners and their home, so they must look for a way to cross the river with the wood. After the game teacher gives an activity about numbers. Teacher only tells learners to write from 1-500 without giving them instructions on how they should write them. But I would recommend this a homework. Here, teacher wants to see how learners will write. So if they are problem solvers then in order to save time they should write the following way. 1) 1-500; 2) 10, 20, 30, 40, 50 etc. 3) 100, 200, 300, 400 and 500. The teacher did not give clear instructions so instead of starting from number 1 you come up with an alternative way that would prevent you from writing the whole day and exhausting yourself. GRADE 3 Topic: Problem solving Theme: The Natural Environment Topic of integration: Saving water Name of the activity: Solution Bee DESCRIPTION OF THE ACTIVITY Comparable to a spelling bee, this competitive game encourages students to think broadly, innovatively, and creatively. Solution Bee is a game of luck as well as of divergent thinking. Whole class as two teams Materials: Problem–Solution Deck: Use index cards to create this reusable deck; alternatively, you can use paper cut into card-size pieces. The range of playing cards or papers will rely on the ages of the students, but there have to be at least six to commence with. If the teacher finds the recreation moves possibly too quickly, more cards can be used the next time. On each card, a hassle is recognized on one side, with a viable answer written beneath it. This solution is regarded to be the “winning” one, but is no longer necessarily the “best” one. 10
Rules: Teams are required to brainstorm for all the possible solutions to a given problem. They say their solutions alternately, and if theirs is the one written on the card, they win a point. The group with the most points wins. Game at a Glance: One pupil from a crew selects a card from a fanned deck. The words face the instructor so that there is no way to peek at the problem. The instructor then reads the problem on the chosen card. Teams alternately endorse a viable solution. When a team comes up with the answer on the card, it gets a point; the next trouble card is chosen randomly through a pupil and the same technique is followed. Point out that the solutions on the cards are now not always the nice solutions. Discuss how a single trouble can have many solutions, and whether or no longer the “winning” solution is the pleasant one. 11
E-Book UNIT 3 GRADE 1 Topic: Computation Theme: The Natural Environment Topic of integration: Spring Name of the activity: True or false? Objective DESCRIPTION OF THE ACTIVITY This game is easier than many others on this list, since students have a 50/50 chance of getting the correct answer. Play a few quick rounds at the end of class, or make a tournament out of it. The choice is yours! Materials: Double-sided True or False cards Steps: Split the class into teams and give each team a true or false card. Write a multiplication sentence that’s either true or false on the board (or display one on the projector). Give the teams one minute to discuss their answer. On your signal, each team holds up their cards at the same time to reveal their “true” or “false” response. Every correct team gets a point. The team with the most points after 10 questions (or as many as you want) wins. GRADE 2 Topic: Computation 12
Theme: The Natural Environment Topic of integration: Spring Name of the activity: Bean Bag Race Theme: The Natural Environment DESCRIPTION OF THE ACTIVITY This game puts a math twist on your traditional relay race. Students work on addition and multiplication at the same time, creating a real-life multiplication problem. This concept can also be reimagined a bit as a division game for students learning long division. Materials: Small bean bags, multicolored Two medium-sized baskets or buckets (you can also use hula hoops) Steps: Arrange bean bags on the floor into groups based on color. Each color will represent a different amount. For example, orange bean bags are 20 each, blue are 10 each and so on. Split the students into two groups and have each group stand behind one of the baskets. Provide a multiplication equation for the class to solve. Each group has one minute to come up with their answer and strategy. The bean bags in their basket will represent the product of the multiplication question. On your “go” signal, one student from each group will run over to the bean bags. Each person can only grab one bean bag to put in their basket and tag the next team member. When the last bean bag is placed into the basket, the entire group sits down to signal that they’re finished. 13
Count the bean bags in the winning team’s basket to confirm the answer is correct. If it’s correct, the team gets two points. If it’s not, the other team has a chance to “steal” the answer for one point. The team with the most points at the end wins. GRADE 3 Topic: Computation Theme: The Natural Environment Topic of integration: spring Name of the activity: Multiplication puzzle game DESCRIPTION OF THE ACTIVITY Materials: A board of multiplication numbers drawn up to 12. Answer Picture of puzzles cut into small squares having answers. 2 Dices These printable multiplication puzzles not only improve multiplication skills but they are also fun. Children look forward to putting the picture together. How do we play the game? Split the class into smaller groups and from each group, learners select a player that will be responsible for rolling the dice. Each group has their own multiplication board, picture puzzles and 2 dices. Kids have to cut 12 squares along the dotted lines. 14
Multiplication Board Answer Picture Puzzle Then places the squares aside, Now the player responsible for rolling of the dices starts to roll the dice. The group then takes the two numbers the dices landed on and look it on the multiplication board. The group discusses the correct answer and places where the multiplication numbers are. So for example 1st player rolls 5 and 2 then it is 5×2 and the answer is 10 should be placed 1st in the 3rd row. So actually the learners match each square with the relevant task. Answer will something like this. 15
E-Book UNIT 4 GRADE 1 Topic: Measurement Theme: The Social Environment Topic of integration: Traditional and modern houses Name of the activity: Heavier and Lighter DESCRIPTION OF THE ACTIVITY Materials Share the picture book, Mighty Maddie, by Stuart J. Murphy. In the story, young Maddie is cleaning her bedroom before guests arrive for her birthday party. The book compares “heavy” and “light” and also explains that “big” is not always “heavy” and “small” is not necessarily “light.” Show your preschooler how a simple balance scale works and what it proves, using two objects for which she could easily guess which one is the heavier and lighter. Using the scale and chosen pairs of small objects from around the room, ask your child to predict which one is heavier and which one is lighter. Show the results on the balance scale. Here are directions for making a simple balance scale! 16
Heavy or Light is a weight measurement game for young students to help them learn about measuring and comparing weights. In this game, students are given few objects and a balance to weigh them. They have to weigh the objects and note the measurements. Then, they are asked which of the objects is heavier or lighter. This game will help students weigh common objects and compare their weights. How to play Heavy or Light A weight measurement game for young students to learn about measuring and comparing weights. GRADE 2 Topic: Measurement Theme: The Social Environment Topic of integration: Traditional and modern houses Name of the activity: Frog Hopping Activity DESCRIPTION OF THE ACTIVITY To play I marked a beginning line with painter’s tape on the flooring and gathered a frog reduce out and a measuring tape. The youngsters took turns standing at the line and jumping forward as some distance as they could. I had my oldest show how to bend her legs and leap and then we marked the spot where she landed with another piece of tape. When the floor used to be blanketed in tape pieces the youngsters pretended the portions have been lily pads. They have been quite engaged in their fake play journey and had lots of fun! Looking for simple ways to add movement and learning into your day makes it a good deal easier to accomplish! Kids can exercise nonstandard dimension nearly anywhere with some thing you have on hand, like sugar packets at a restaurant or crayons in a doctor’s office. Materials: measuring tools (ruler, yardstick, measuring tape, etc.) colored tape 17
pencil paper Procedure: Before beginning the activity, refresh students on how to accurately measure (make sure the measuring instrument is lined up correctly at the beginning of what you are trying to measure, make sure the instrument is straight when you are measuring, etc.). Have children select a partner. The partner that is jumping first will stand behind a line and jump as far as they can. When they land, their partner will mark their spot with tape on the floor. The child that did the jumping will measure their own jump using a measuring tool of their choice. Have them record their jump on a piece of paper? GRADE 3 Topic: Measurement Theme: The Social Environment Topic of integration: Traditional and modern houses Name of the activity: The Really Really Really big dinosaur DESCRIPTION OF THE ACTIVITY This measurement lesson was inspired by the story The Really Really Really Big Dinosaur by Richard Byrne. It motivates about measuring length! Before the activity we should start the lesson with a predicting question which sure will lead to a great discussion and children making 18
and measuring their very own dinosaurs. After the activity learners should compare all our dinosaurs to find out who had the tallest and shortest dinosaur in the class! Materials A3 piece of card Connector blocks The Really Really Big Dinosaur Book Dinosaur colour photocopy To begin: Teacher should provide the class a measurement related question that will require them to predict. As adolescents arrived to college they reply the following question ‘How many blocks tall is the dinosaur?’ On an A3 piece of card, beginners must make three columns with the following solutions to choose from, 3 blocks, 10 blocks and 20 blocks. The dinosaur is a colour photocopy from the story ‘The Really Really Big Dinosaur’ by using Richard Byrne. The category wrote their name in the column that they thought was the right answer. Learners take a seat on the mat in a circle and talk about the question and why we thinking what we predicted Next we measured the dinosaur the usage of connector blocks and started to examine the story. SOME IDEAS FOR QUESTIONS: Do you think this dinosaur is going to be taller or shorter than our dinosaur? How many blocks tall do you suppose it will be? More or Less? 19
Is there every other way we ought to measure the dinosaurs? Once the story was once finished, the classification draw their very own dinosaurs on an A3 piece of paper. Now, we will reduce out the dinosaurs and glue them onto shade card with any other sheet of paper that says ‘My dinosaur is ____ blocks tall.’ For e.g. My Dinosaur is 10 blocks tall. Each toddler measures how tall their dinosaur is the usage of the connector blocks and counted how many they used. They wrote their answer onto the house provided. 20
E-Book UNIT 5 GRADE 1 Topic: Money Theme: The Social Environment Topic of integration: Autumn Name of the activity: Money Toss DESCRIPTION OF THE ACTIVITY This game reinforces addition; understanding the value of Namibian coins; decimals; converting cents to notes. MATERIALS One bucket (or plastic bowl) for each player or team Sets of U.S. coins (pennies, nickels, dimes, quarters) for each player/team, totalling an equal monetary value Masking tape or string Tally sheet (optional, see page 3) Teacher should introduce learners to the value of each Namibian coins and show older learners (Grade 3 and up) how to convert cents to dollars and add dollar amounts using decimals. 1. Count out an equal amount of money for each player or team using e.g., if each team started with N$ 2 in coins, the breakdown of coins for each player/team could be: twenty 5cents, ten 10cents or five 50cents. Teachers can adjust the amount of money learners used for the game based on the students’ levels. 2. Create a line on the floor using masking tape or string. 3. Put the buckets--one for each player of team--six to eight feet from the line. Players stand behind the line. 4. Players/teams take turns tossing coins, one at a time, into their bucket/bowl. After all the coins have been tossed, players/teams add up the value of the coins in their own b ucket/bowl. The player/team with the highest value of money in their bucket/ bowl wins the r ound. 21
Tally sheet Player/Team 1 Player/Team 2 Player/Team 3 Player/Team 4 Round 1 N$ 2.00 N$ 5.00 N$ 3.00 N$ 4.00 Round 2 Round 3 Total GRADE 2 Topic: Money Theme: The Social Environment Topic of integration: Autumn Name of the activity: Money Bags DESCRIPTION OF THE ACTIVITY In this game you should be the player with the most money at the end of the game. Materials 1 Game board 1 Die 100 Plastic coins 10 Play dollar bills 4 Game markers 22
Instructions Place one of each coin (totaling 410 ) on \"Money Bags\" pictured at the pinnacle of the board. This is the pot. Each participant chooses a game marker and locations it on \"Start\". Teacher will roll the die to determine which participant goes first. The first player rolls the die and strikes that number of spaces. The amount proven on the area indicates the amount of cash the participant \"earns\" for that turn. Next, the participant spins the arrow on the board to see which cash he or she is allowed to use to make up the amount earned. For example, if the spinner shows \"no quarters\", the participant can use any cash barring quarters. The participant then takes the cash from the bank equaling the quantity he or she earned and places it in front of him or her. If the player spins \"Money Bags\", he or she takes the amount earned from the financial institution using any coins. However, rather of preserving the money, he or she have to put it in the \"Money Bags\" pot on the board. When a participant lands on a $ space, he or she takes all the coins from the \"Money Bags\" pot. Replenish the pot with every other 410 from the bank. GRADE 3 Topic: Money Theme: The Social Environment Topic of integration: Autumn Name of the activity: Playing shop game DESCRIPTION OF THE ACTIVITY In this game we demonstrate buying and selling articles up to N$50 with play money and count the money and the change correctly. Materials Cardboard ATM Play money printed in colour Food stuffs 23
Teacher puts three shops and there must be two sellers at each shop. There must be two ATM machines and we assume that it is end of the month and teacher divide learners at which ATM they will be withdrawing money. The requirement is that you are not allowed to withdraw more than N$ 50-00. The items have price tags and the shop owners should have coins and few notes for change. Four learners are at the ATM as they are working in the bank and they are giving learners money. After withdrawing learners have to count whether they have received the correct amount they intended to withdraw. Now, learners go for some shopping. Learners buy their foodstuffs and come to pay at the cashier. The cashier counts how much the customer owes and then deducts that amount and give the customer correct change. This way both the customer and seller are doing counting, because the seller may not always give correct change then the customer demands for their change and if the seller makes a mistake constantly then supervisors may intervene to assist their co-worker. In some cases, the customer may have only limited money so they have to figure out which items to buy for example they have N$ 8.50 and apple cost N$ 2.00, orange N$ 3.20, meat N$ 4.50, Banana N$ 2.00 and sweets N$ 1.50. Now they count and figure out that they will only buy apple, banana and meat. This game will enhance learners counting and learners will know how to count and have an idea how their currency looks like. 24
E-Book UNIT 6 GRADE 1 Topic: Geometry Theme: The Natural Environment Topic of integration: Plants and Growth Name of the activity: 2D matching into 3D DESCRIPTION OF THE ACTIVITY Materials needed Blocks in various shapes. You'll want cubes, prisms, cones, rectangular solids, cylinders, etc. Large piece of white paper. Marker or crayon. SET-UP Place the paper on a table or floor. Using your marker, divide it into four sections. In each section draw the following 2-dimensional shape (one in each section): square, rectangle, circle, triangle. In the image below, you can see a green shape in the corner of each section INSTRUCTIONS 25
Show your child how the base of a solid matches up to the 2D shape in each section of the paper. Show them how to sort the 3D shapes to the corresponding 2D shapes. It's as simple as that! If you like, follow up with questions like, \"How did you decide where the pyramid went?\" Or, \"Was there any shape you had trouble with?\" \"Why did you decide the cone went next to the circle instead of the triangle?\" The best part of this activity is that is usually ends up in a lot of free block play at the finish! GRADE 2 Topic: Geometry Theme: The Natural Environment Topic of integration: Plants and growth Name of the activity: Sort items by shape DESCRIPTION OF THE ACTIVITY Materials All the different shapes from classroom Dark tape In this activity we need to recognize shapes. It is important for children to recognize shapes in their everyday environment. Take children for walking around the school and ask them the shapes they see or ask children to bring in things from the that illustrates shapes. As children will confidently recognize shapes, provide opportunities for them to name and describe shapes using their critical attributes. For example, let children describe the rectangle as having 4 sides with the opposite sides equal and parallel. Although many rectangles have 2 long and 2 short sides, some do not and we classify them as a square. Therefore, two long and two short sides are not critical attribute of a rectangle. Additionally, squares have all critical attribute of 26
rectangle but have additional critical attribute of 4 equal sides, so squares are actually special type of rectangle. Make shapes with dark tape and put all the items/shapes outside the shapes. Learners have to now recognize shapes taped with dark tape and from the shapes/items from outside the shapes learners take the corresponding shape and place it into the big shape. For example, they took an orange and place it into the circle. GRADE 3 Topic: Geometry Theme: Health, Safety & Nutrition Topic of integration: Food storage and preparation Name of the activity: Shape game DESCRIPTION OF THE ACTIVITY Play a motion recreation with shapes. Say the title of a form and ask adolescents to make the structure with their bodies. Teacher gets novices to straighten up into a tall rectangle, puff their palms out to the aspect and make themselves round, stand with legs a long way apart and palms pointed above you to make a triangle, etc. Before the trainer exhibit or assist with ideas, see if the youngsters can discern on their own how to make these shapes. They can also suppose backyard the field and discover new methods to make shapes. In its easiest form, to play with body shapes teacher has to ask learners to use their bodies to make the shape of an object or an animal. An extra complex version of the sport worried me displaying the teens playing cards of stick figures’ physique shapes for them to attempt and imitate. This model is challenging, so first-rate for grade 27
schoolers, though youth in kindergarten will give it a correct go to! As properly as moving, this model of the sport includes loads of hassle solving, and inevitably lots of laughter too! It’s a exciting way to play, explore and learn about the physique and its vary of movement, encouraging physique control, co-ordination and balance. 28
E-Book UNIT 7 GRADE 1 Topic: Data handling Theme: The Social Environment Topic of integration: Types of transport Name of the activity: Transport tally activity Objective DESCRIPTION OF THE ACTIVITY In this game, the concept of tally will be taught to children, and using this knowledge, they will have to answer the questions in the quiz provided by the game. The graph will show the number of objects as collected by the player or student. The game has an easy interface and good graphics to keep the child engaged in it. It also provides tally chart worksheets, tally chart makers, and other data analysis activities as further options for the child to learn pictographs. 29
GRADE 2 Topic: Data handling Theme: The Social Environment Topic of integration: Traditional and modern houses Name of the activity: Pictograph Game DESCRIPTION OF THE ACTIVITY The game is actually a quiz where the student has to answer a set of questions based upon the data given in the form of pictures. The data are elementary to observe and understand and also very interactive and attractive. Answer the questions correctly and win points This game has brilliant graphics that will ignite the creative spot of the child’s brain along with which more importantly, the questions will also make your child practice and go through the various mathematical operations. GRADE 3 Topic: Data handling Theme: The Social Environment Topic of integration: Occupations Name of the activity: Yumyums Coffee Shop DESCRIPTION OF THE ACTIVITY The manager of Yumyums wants her shop to be the most popular coffee shop in town. 1. What information could help her make sure that she keeps her customer happy? 2. How should she collect this information? This activity has two focuses: 1. Learners identify situations for investigation. The following are possible responses: What is the most popular kind of food, for example, sandwich, ice-cream or cake? What is the most popular time for visiting the coffee shop? Are the customers satisfied with the service? 30
What opening / closing time would customers like? Learners could also comment on how the above information could be used by the manager. 2. Learners suggest methods of data collection. Learners might suggest that the manager ask customers as they leave the shop or that a questionnaire be used. In the latter case learners could suggest what questions should be asked and how responses should be classified, for example, rather than asking what type of sandwich a customer likes, the manager could ask whether the customer likes cheese, ham, egg or polony sandwiches. This could also lead to a discussion of sample: How many customers should the manager ask? How should she choose? At what time of day should she ask the customers? The manager of Yumyums Coffee Shop does a survey to find out what people think of ALL the sandwiches she sells. She interviews 50 people and asks them which sandwich is their favourite. She starts making a pictogram with the choices of the first 12 people: Conclusion This is an educational e-book which is specifically created for early and lower primary learners all over the world. The activities created are age and grade appropriate. NIED Junior Primary syllabus plays a vital part in this book as the three main themes in Junior Primary grade 1-3 are integrated throughout the activities/games from environmental studies. This e-book will be studied by teachers in order to conduct those activities/games for the success of learners in mathematics learning. 31
REFERENCES 1. Cuoco A., Goldenberg E. P. and Mark J. (1996) 'Habits of Mind: An Organizing Principle for Mathematics Curricula'. Journal of Mathematical Behavior 15 375- 402 Cuoco_etal-1996.pdf 2. https://www.pearsonhighered.com/assets/samplechapter/0/2/0/5/020538689X.pdf 3. https://www.academia.edu/download/53359019/TCM_email_attachment_SMC_1450 796072_1.pdf 4. http://workingtogether.pbworks.com/f/dot_card_and_ten_frame_package2005.pdf 5. https://www.upperelementarysnapshots.com/2015/09/7-math-games-for-card- sharks.html 6. https://youngmathematicians.edc.org/math-game/dot-card-games/ 7. https://empoweredparents.co/problem-solving-activities-preschoolers/ 8. https://matheasily.com/multiplication-board-games.html 9. https://empoweredparents.co/shapes-recognition/ 32
Search
Read the Text Version
- 1 - 32
Pages: