Maths Presentation

Introduction X Show Youtube Video for Numbers 1-10 and 1-20 X Warm up game Bunny ears (???) We will be demonstrating some effective ways of teaching the Early Number concepts of Number Relationships and Operations as outlined in Chapter 8 of the VDW text. These are both vital concepts in Early Number Development, which is the focus of our presentation. We will partly be demonstrating these concepts using Bob Wrights Count Me In Too program, which provides mathematics activities for children of all stages and skill levels, as well as extensive support for parents and teachers. Body of Presentation X Demonstrate a CMIT game on the IWB VDW states that two separate skills are involved with learning to count. X Producing the standard list of number words in order (as shown in the video at the start of the presentation) X Making one-to-one connections with the numbers and the items they are counting. ACTIVITY (COUNTING): Table One: Count to ten using just words, and then count ten lollies QACRROnce a child is confident at counting, they can begin to develop their number skills, and such concepts as Number Relationships and Operations can be introduced. X There are four number Operations. Count forwards, count backwards, count groups and make comparisons. X Number Relationships include the notions of more and less, and the fact that numbers are made from a combination of other numbers ACTIVITY 1 (NUMBER RELATIONSHIPS): Use IWB to show 7 dots in a Ten Frame. Everyone: Use lollies to show the number 7, just like on the IWB. (Use QACRR How did you do this? Was it easy because you could see the 7 dots on the board?)

Table Two: Now make a change so there are 10 lollies. (QACRR Did you add lollies, or take them away? So do you now have more lollies, or less lollies? How many did you have to add? Do it together on IWB 7, 8, 9, 10.) Table 3: Make a change so there are 2 lollies. (QACRR Did you add or take away? How many did you take away? So do you now have more lollies, or less lollies? Do it together on IWB 7, 6, 5, 4, 3 , 2.) *****According to VDW, children find the concept of less harder to grasp than the concept of more Another QACRR question/communication/reflection could be whether or not they found this part of the activity more difficult. ***** ACTIVITY 2 (OPERATIONS): Table Four: Count lollies as you put them in a line of 10 one at a time. Table Five: Same as above, but in reverse. Start with 10 lollies in a line, and count backwards as you take them away one at a time. Everyone: Place 6 lollies into groups of 2. Count how many groups of 2 there are. (QACRR There are 3 groups of 2. How many are there all together? Does any one know how to express this as a sum? 2 + 2 + 2 = 6 or 3 x 2 = 6) X Children enter school with diverse levels of skills and knowledge. Some will be confident with number processes, while some might not quite understand. It is easy to challenge the children that have more advanced skills, but how do we cater for the children with lesser understanding of number, while still providing the same basic lesson on operations and number relationships? Song eg. Five little ducks. (QACRR What happened when the first duck went away? Did the group of ducks get bigger or smaller? Etc.)