MATHEMATICS FOR YOUNG CHILDREN

(CSZB2163)

SEPTEMBER 2022

INDIVIDUAL ASSIGNMENT
30 %

NAME:
THARANI CHANDRAN

MATRIC.NU:
AS210915210

PREPARED FOR:
MOHAMMAD ILHAM BIN MOHD AZAM

SUBMISSION DATE:

23 OCT 2022
 1.0 INTRODUCTION

Math is important and it’s important to help young children develop their mathematical
thinking.A child’s math knowledge at the start of kindergarten predicts later academic
achievement better than early reading or attention skills.Math is measuring,sorting,
building,noticing patterns,making comparisons and describing the environment as well as
counting and knowing the names of shapes.There are many ways to incorporate math
learning into everyday moments.Children’s excitement about mathematics comes from
their own thinking abilities encourage social interaction that promotes children to act as
young mathematicians by requiring them to prove their answer and all the steps they took
to attain the answer.Additionally, allow children to be wrong many times before being
right.It is important to encourage children to see “wrong” answers as a natural part of
mathematical processes.
MATCHING
Class : 5 Rainbow
Date : 19-10-2022
Time : 10.30-11.00 a.m (30 minutes)
Number of Children : 15 children
Theme : Colour
Title : Let’s fun with colours
Main strand :Science and technology
Content Standard :MA 1.1 Pairing objects

Learning Standard :MA 1.1.4 Match objects based on:I)colour

Integrated Strand :communication and physical aesthetics,self esteem

Elements across the Curriculum:

Medium of instruction : interact with peers

Creativity : Generate idea, observation and analyses the contents
Values : Cooperation, discipline, follows the instruction

Learning Objective :At the end of this activity, children will be able to:
:1.)Can state the colours
(red,yellow,green,blue,black,orange,purple)
:2.)To understand matching the colours according to the
colour with using cotton buds and tissue roll
:3.) Build confidence when recognize the colours

Previous knowledge : Children know to match the colours

Teaching Material : Laptop,speaker,cotton buds,tissue roll,worksheet,cereal

button,mystery box

Multiple Intelligences : Verbal linguistic,interpersonal,intrapersonal

and Naturalistic

Vocabulary :red,yellow,green,blue,black,orange,purple

Thinking skill (TS) : Generate ideas, analyse and classify

 TIME LESSON CONTENT TEACHING AND LEARNING REMARKS/MATER
ACTIVITY
Preparation Red and orange for our 1.Teacher asks to children listen
Ka – lei – do – scope! TM:
(5 minute ) the song.
Yellow and green for our…
Ka – lei – do – scope! -Video song
Blue and purple for our… 2.Teacher and children sing the (learning colours son
Ka – lei – do – scope!
Look at all the colours for our... song together cocomelon)
Ka – lei – do – scope!
We’ll find every color,
When we look around. Value:
This is red! This is orange! -discipline
Look at what we found!
Red and orange for our
Ka – lei – do – scope! MI:
Yellow and green for our...
Ka – lei – do – scope! -Music
Blue and purple for our... -Kinesthetic
Ka – lei – do – scope!
Look at all the colours for -Verbal-linguistic
our… Spoken -Interpersonal
(Nico): Ooooh! (All):
Ka – lei – do – scope!
Imagination Mystery box 1. Teacher show a mystery box to TM:
(5 minutes) students -Mystery box
EXAMPLE QUESTION: -buttons
2.Teacher questioned students to
1. Guest what inside the box? guest what inside the mystery box. Value:
2. What colour will get from -Disciplined,
the box? 3.Teacher ask students to pick up -obey the instruction
randomly inside the mystery box.
TS:
4. Children get some colour -Generate ideas
buttons from the mystery box.
MI:
5.Teacher request children state -Verbal-linguistic
the colours -Interpersonal

Progress SHOW A TM:

(10 minutes) 1. Teacher show each cotton buds
-tissue roll
 colours. -cottton buds
2. Teacher a tisuue roll and ask
random students to recognize the Value:
colours. -Disciplined
3. Teacher teach them colours -Following the
with using cotton buds and tissue instructions
roll -Collaborate
4. Teacher ask students randomly
to identify and matching the cotton TS:

buds according to the tissue roll Connecting

hole colours by guidance

MI:

5.Teacher recall the lesson to them -Verbal-linguistic

-Interpersonal

Action -Lets play with colours! 1. Teacher divided students TM:

(10 MINUTES) into two groups. -worksheet
2. Teacher distributes the -cereal buttons
worksheets and cereal buttons
to them
Value:
3. Firstly,teacher set up timer Cooperate,Discipline
for 10 seconds and students
match the cereal buttons
according to the colours on TS:
worsheet. Generate ideas

4.Teacher show a demo to

students. MI:
Verbal-linguistic
Interpersonal
 Closure Summary and assessment 1..Children share what have they Value:
(2minutes) learn for the day.
1. What colours did you Cooperate
learned? 2.Children say the colours what
have they learn.
TS:
Following the instru

MI:
Verbal-linguistic

Reflection:

Children:14/15 students can understand and exploration based on the matching

activity
:1/15 students cannot understand the activity.

Teacher:1.)The instructions given were short and clear.

2.) The diagram were too clear for the whole class to see.

3.)Class can be controlled

Children’s Assessment(On going Assessment)

Name of child:

NO INDICATOR YES NO
1. Can state the colours
2. To understand matching the colours according to the
colour with using cotton buds and tissue roll
3. Build confidence when recognize the colours
SERIATION
Class :
Date : 20-10-2022
Time : 10.30-11.00 a.m (30 minutes)
Number of Children : 10 children
Theme : basic
Title : Ascending and descending 1-10
Main strand : Science and technology
Content Standard : MA 2.1 Understand numbers 1 -10
Learning Standard :MA2.1.9Arrange objects in ascending and descending
order
Integrated Strand : communication and physical aesthetics,self esteem
Elements across the Curriculum:
Medium of instruction : interact with peers
Creativity : Generate idea, observation and analyses the contents
Values : Cooperation, discipline, follows the instruction
Learning Objective :At the end of this activity, children will be able to:
:1.)Can state the ascending and descending order according
1-10
:2.)To understand use numbers arrange sequentially both up
to down and down to up
:3.) Build confidence when recognize the ascending
and descending order

Previous knowledge : Children know the seriation of big to small and small to big

Teaching Material : Laptop,speaker,worksheet,cottonbuds,ducks

mystery box

Multiple Intelligences : Verbal linguistic,interpersonal,intrapersonal,kinesthetic,

and Naturalistic

Vocabulary : one,two,three,four,five,six,seven,eight,nine,ten,big,
descending,ascending

Thinking skill (TS) : Generate ideas, analyse and classify

TIME LESSON CONTENT TEACHING AND LEARNING REMARKS/
ACTIVITY MATERIAL
Preparation Penguin March! 1.Teacher asks to children listen TM:
(5 minute ) Left, right, left, right, the song. -Video song number
go!
One, two,and
three little 2.Teacher and children sing the counting 1-10
Closure Summary 1..Children share what have Value:
(2minutes) penguins,
assessment song
they together
learn for the day.
four, five, six little Cooperate
Value:
penguins,
1.What is the name of 2.Children say the numbers 1-
seven, eight,
the objects wenine
havelittle 10 what have they learn. -discipline
TS:
learned?
penguins,
and ten little penguins. Following the
MI:
One, two, three, instructions
four, five, six, -Music
seven, eight, nine, ten -Kinesthetic
little penguins. MI:
-Verbal-linguistic
Penguin! Verbal-linguistic
Ten, nine, eight little -Interpersonal
penguins,
seven, six, five little
penguins,
four, three, two little
penguins,
one little penguin.
Ten, nine, eight,
seven, six, five, four,
three, two, one little
penguin.

Penguin!
Imagination Mystery box 1.Teacher show a mystery box TM:
(5 minutes to students
EXAMPLE -Mystery box
2.Teacher questioned students
QUESTION: to guest what inside the mystery -numbers
box.
1.Guest what inside the Value:
3.Teacher ask students to pick
box? up randomly inside the mystery -Disciplined,
box.
2.What number will get -obey the
4. Children get some numbers
from the box? around 1-10 from the mystery instructions
box.
TS:
5.Teacher request children state -Generate ideas
the numbers 1-10 in sequence.
MI:
-Verbal-linguistic
-Interpersonal

Progress SHOW DIAGRAM 1- 1.Teacher show the numbers 1- TM:

10 minutes 10 and teach how to count the
10 -Cardboard
numbers in sequence.
ACCORDING 2,Teacher show diagram of -cotton buds
ascending and descending
ASCENDING AND according by cottonbuds and
beans 1-10. Value:
DESCENDING 3.Teacher teach them -Disciplined
ascending(small to big) and
descending order(big to small) -Following the
-Ascending with usingcardboard, instructions
order(small to big) cottonbuds and beans
4.Teacher ask students -Collaborate
-Descending order randomly to identify and paste
Reflection:

Children:10/10 students can understand and exploration based on the matching

activity
:1/15 students cannot understand the activity.

Teacher:1.)The instructions given were short and clear.

2.) The diagram were too clear for the whole class to see.

3.)Class can be controlled

Children’s Assessment(On going Assessment)

Name of child:

NO INDICATORS YES NO
1. Can state the ascending and descending
Order according 1-10
2. Can understand use numbers arrange
sequentically both up and down to up
3. Build confidence when recognize the ascending
and descending order
Suggestion for early childhood educators in developing early mathematical
lessons for young children
In addition to educators to follow rules,share toys and cooperate with others,educators
also teaching them the basics of reading, writing, and math.Early reading has been a
major focus of education research and instruction for many years and thankfully, the
spotlight has now expanded to include math.

Next,use curriculum and teaching practices that strengthen children’s problem-solving

and reasoning processes as well as representing,communicating and connecting math
ideas.The process of making connections deserves special attention.When children
connect number to geometry for example by counting the sides of shapes,using arrays
to understand number combinations, or measuring the length of their classroom they
strengthen concepts from both areas and build knowledge and beliefs about
mathematics.Similarly,helping children connect mathematics to other subjects such as
science,develops knowledge of both subjects as well as knowledge of the wide
applicability of mathematics.Finally and critically,teaching concepts and skills in a
connected, integrated fashion tends to be particularly effective not only in the early
childhood years but also in future learning.

Then,In developing early mathematics curriculum,teachers need to be alert to

children’s experiences, ideas and creations.To create coherence and power in the
curriculum however teachers also must stay focused on the“big ideas”of mathematics
and on the connections and sequences among those ideas is superficial and
uninteresting to children.In a more effective third alternative,children encounter
concepts in depth and in a logical sequence such depth and coherence allow children
to develop,construct,test and reflect on their mathematical understanding.This
alternative also enhances teachers’ opportunities to determine gaps in children’s
understanding and to take time to address these.

Furthermore,play is a natural activity and a necessity for every child.They learn and
discover through play activities because of their vast imagination and also during
their infant days where they tend to manipulate their own body.The play is a symbolic
and meaningful activity and meaningful, where children are actively free to explore
and discover their surroundings while enjoying but abiding by the rules of the game
set by themselves.Parents, teachers,kindergarten or nursery operators and
communities should ensure children have significant time to learn by playing during
their preschool.Play activities are a natural need in children’s lives where they can
explore, discover,inquire and construct through direct natural experience,

Finally,mathematics is always a complex and challenging subject among young

children but this perception can move away if teachers play a different pace from the
usual lessons.The trick in teaching mathematics in preschools is to have each
experience as motivated,creative and enjoyable as it can be. Another method that
preschool teachers can adopt in teaching mathematics to children is through the
technique of singing or musical accompaniment lessons. Research shows that children
were learning faster and more efficient when teachers used rhythms and specific paces
in songs.