Report on Mathematics Learning Plan

Added on - 21 Apr 2020

  • 6


  • 1314


  • 3


  • 0


Showing pages 1 to 3 of 6 pages
Learning Plan (Bachelor of Education – Early childhood)Topic:MathematicsDate:Age group:4-5 yearsTitle of experience:Links to the Early YearsLearning Framework:EYLF Learning Outcome 4: Children are confidentand involved learnersContent/ conceptsbeing explored:Mathematics, sorting, matching, size.Rationale:Why did you choose this particular experience? (Community event, child/teacher/family interest, identified as missing from curriculum etc)Children have a lot of interest in Mathematics. Parents have told me that the students love to puzzle when they arrive home. Teachers told me that various mathpuzzle are available to students so that they can solve it which will help in improving the logic thinking of the students. Mathematics can be considered to beuseful subject for improving logical reasoning of the students.Child/Children’s Background Knowledge:What is your starting point – what does the child/children already know, what have they done before, how doesthis experience connect to or build on their existing knowledge/ interests?Children’s have gained a lot of knowledge about mathematics. Students can have a basic idea about counting of objects. Different types of objects can beplaced in front of the students and they can easily arrange them according to their category.
Learning Objectives:What will the child/children learn? (these should are measurable and achievable in the time frame)Four-year-old children are considered to have more capacity of learning the various concepts of mathematics. Children can easily distinguish one-four itemsfrom many items. Helps in determining the number of items in a collection of six items by the help of one to one counting mechanism. Average children can betaught about nonverbally and mentally calculation of sum of numbers and their subtraction from one to four.Teacher Focus/ Intentionality:What areas will you concentrate on eg; teaching strategies, EYLF practice principles, interests, equity?During this activity I will mainly focus on growing interest and building skills of various students. Different children have various mechanism of learning so Iwill follow a particular way that the children will have more meaningful experience of the subject. My ultimate aim is to challenge various children by puttingquestions about various questions, conversation and result from the different skill of children and providing an support to them through verbal communicationas they will have new knowledge and idea about different things.Environment and Resources:What resources and materials will you need to have collected? Where will the experience take place? Considerations for time,space and teacher support? How will the environment be prepared?Various mathematics books need to be collected for 4 to 5 years of children. Different shapes and objects are needed as by the help of this things students canhave a clearer idea about different things. The experience will be set up in the morning and all the hours of remaining day so that the children can easily chosethe time at the time of indoor program. Experience will need two chairs placed so that peers can work together. Teachers and students can easily move in andout of experience, engage various students in play and provides a continuous support to the children throughout the day.Assessment Strategies:How will you identify what the child/children have learnt and how will you record this?I will have a written observation about the various students by making a recording of the children’s playing with various shapes and objects. This thing willprovide proofs of child learning from the EYFL and specific goals. I will keep an eye on the children from distance at time and will write about the variousongoing things. I will make a note of things of various children who are making note of children establishing a connection among each other which will helpthem in gaining knowledge.
StagePlan for all stagesof the experienceApprox.Time(fullday? Morning?Specific time?Eg 12-1pm)Pre-Service Teacher’s ActionsWhat will you do during this time? What prompting questionsmight you need to prepare? How might you assess and recordlearning? How will you cater for individual differences?Child Actions /TasksWhat will the children be doing during this time?Stage 1IntroductionHow will youintroduce theexperience/concept(s)and engage theinterest of thechild/children?MorningmeetingReading a chapter of mathematics and putting someproblems related to it in front of the students. Clearlystating the students about the new experience that hehas set up and let the children know about itthroughout the week so that they can gatherexperience. At the end of the meeting children caneasily narrate a couple of time about the differentthings that they have learnt. It will focus on the factthat children can easily have an idea about thevarious parameters of mathematics. It may beconsidered to be important to make a note of waitingchildren so that to make a confirmation about the factthat every children gets an equal opportunity andthey don’t feel like they are kept waited.Children will be engaged in meetings which happen on a dailybasis where they can listen and have discussion of newexperience and make a preparation for these learnings. Childrencan easily focus on the fact that where they are willing begintheir learning.
You’re reading a preview

To View Complete Document

Become a Desklib Library Member.
Subscribe to our plans

Download This Document