The World of Math

This article discusses the importance of mathematics and numeracy in daily life. It defines both terms and highlights the differences between them. The article also provides five different activities that can be used to enhance mathematical skills in children. The activities include a farm shop, use of counters and cards, game of wooden blocks, use of linking cubes, and application of cordless phone in learning mathematics.

Running head: MATH
The World of Math
Name of the Student:
Name of the University:
Author’s Note:

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Part A
Definition
Mathematics
Mathematics is an important subject, which is required for our daily. In order to
perform our regular routine mathematics is essential to understand. Individuals get an
idea about the basic elements of the mathematics from their kindergarten or pre-school.
This learning develops the foundation of the advanced mathematics concept (Siemon et
al., 2015). Individuals apply the concept of the mathematics when they are waiting for
the bus, watching any TV program, purchasing and paying in the super market,
measuring ingredients for cooking or doing some calculation in their daily life.
On the other hand, mathematics can be defined as the science of formation, the
classification that is executed from the measuring, counting describing of a specific
object. The term mathematics is associated with the relationship and measurement of
the quantities.
Numeracy
Numeracy is considered as a skill, which is used for the application of the
mathematical ideas in every field of daily life. Numeracy includes in recognizing the
concept of numbers, sorting, counting, measuring, addition and subtraction (Nicol,
2016).
According to the learning framework of Early Years or EYLF(DEEWR, 2009,
p.38), numeracy refers to the capacity, disposition, and confidence to apply the concept
of mathematics in the daily routine of life.
Numeracy is associated with various EYLF Learning outcomes:
As per outcomes 3 (p.32): Children give a demonstration about the spatial awareness
and make them such aspect-oriented, they move forward through their environment,
which ensures their confidence and safety.
Outcome 4: (p.35): In order to record, communicate and organize the mathematical
concepts and the ideas children develop and use the representation.
Differences between the numeracy and the mathematics concept with proper
examples
Children get the mathematical concept before they start their school and there
the numeracy skill is started to grow during the pre-school. However, evidence shows
that the concept of mathematics and the numeracy can be similar and different at the

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same time. Students develop their knowledge and skill in the mathematics at their early
childhood stage and this is based on their own context. However, when a child learns to
count then they start to obtain the answers to the questions of "How many" in various
vital incidents. Therefore, when a child recites a poem, which is formed by the sequence
number can be sung easily and the child has no intention to apply their knowledge in
this context.
It has been found numeracy has a big difference from the mathematics. As for
example, in order to give happiness to the friends the children distribute lollies equally
as it helps them to escape from the social chaos. On the other hand, children often use
the timer while playing a computer program in order to get a transparent turn. Such type
of application of the mathematics concept leads the children to face the challenge in the
schools, home, and shopping centers. To resolve this issues the children need to
improve their knowledge and skill in math and they have to apply it in different situations
of their daily life.
Part B
Item 1
Title: Title of the activity is farm shop. This activity is established in the corner of the
class to provide the idea to the children regarding the way of shopping
Age limitation: A 5 years old child can perform this activity
Evidence: Reference: Kaye. Farm Shop Role-Play Area Retrieved from
http://www.sparklebox.co.uk/gallery
Title of website: Farm Shop Role-Play Area
The main resource of this activity is the vegetable, which is derived from the farm. A
table is placed at one of the corners among the many corners of the classroom. A board
is arranged behind the table that is showing the pictures of different vegetables.
Different vegetables are kept in different baskets along with the price tag. The types of
the vegetables are potatoes, broccoli, pumpkin, tomato, and onion. A small basket is
arranged to keep the money and the measuring scale.

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Rationale:
Children can get real-life experience from buying vegetables and fruit. This kind
of activity is beneficial for the students to improve their mathematical skills. Through
such activity, the children are able to practice many processes include estimation,
quantity, and measurement. Children are able to participate in counting, weighing and
figuring the price of product per unit by utilizing such activity. This approach is effective
for the children to identify the value of the money and they will be able to carry out the
practical shopping. On the other hand, they understand to measure the total cost by
adding each price of the product. Therefore, children can make a comparison based on
the price of different vegetables. They also get an idea about the discount price from the
educator. Children can obtain knowledge regarding the use of coin or money.
Application
This present activity is established at one corner of the room. A table is situated
at the corner, which consists of different baskets with different vegetables along with
their price. Another basket includes coin and a measuring scale. Educators will give the
children instruction that they are going to buying the vegetables. A list of vegetables will
be provided to the children that they have to buy. Firstly the children need to go to buy
the vegetables that are present on their list. As for examples they have to purchase 5
tomatoes and keep them in their bucket. Then he or she will provide to the shopkeepers
(who is also a child). Then the shopkeepers will put the purchased vegetables on the
measuring scale and they say its amount and price such as 1kg for 3$. Then the child
gives $3 from the basket of the coin and gives it to the shopkeepers. Therefore, another
child has to do the same process.
Item 2
Title: Application of Counters and cards
Age- 4 Years
Evidence: Number Cards and Counter.(n.d.). Retrieved from
http://www.montessoriworld.org/Math/crdcount/crdcount.html

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The main resources of such activity include cards along with numbers that are written
on them. The cards are from 1 to 10 and some boxes are taken with 55 counters. The
shapes of the counters are the circle and the color is red. A mat is arranged to perform
the activity.
Rationale
Cards and counters are considered as the mathematical activity to enhance the
existing skill and knowledge of the children. Children will get a clear knowledge that
each number is prepared based on the different quantity and it helps the students to
enhance their counting skill. This activity helps the children to learn the number
sequences and they identify the separate units for each number. Through this activity,
the children can detect the number and by using the counters they can make larger
numbers. This is an open-ended activity thus the children are able to make different
shapes by using this counters or they can stack the cards or the counters on one
another.
Application
In this current activity, the child will sit on the mat to perform the activity. Then
they have to arrange the number cards by leaving a little but the same gap between
each card. When the child sees number 1 then they take one counter and place it under
the number 1. Every red counter represents a specific unit and this gives a clear idea to
the child that every number is made up of different quantities. Next, the child will take
two counters and put it under the number 2. Hence, this process will be continued till the
children complete the 10 number. After finishing number 10 the children can found that
no counter has been left, which ensures that the children have placed all the cards
according to the numbers.
This activity allows the children to prepare various shapes by using the counters.
Therefore, the children can play with the number cards and recognize the numbers.
Evidence shows that to improve the mathematical skill play is an effective activity.
Through the playing, the children are able to resolve their mathematical problems by

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using the numbers. This boosts the knowledge of the children in recognizing the
numbers.
Item 3: Game of Wooden Blocks
Age: 3 year
Evidence
Fantini.K ,(2015). The Importance of Block Play for Children. Retrieved
from:http://earlyyearstraining.com.au/blog/the-importance-of-block-play-for-children/
Various sizes of wooden blocks, shapes and the basket are the major resources
of such activity. A mat is taken to keep the wooden blocks while the students are
playing.
Rationale
Construction of the wooden block gives the children confidence to participate in
demonstration and symbolization. This activity allows the children to understand the
reasoning, comparison, thinking, and sequencing. Children can develop a clear
mathematical concept regarding size, space, weight, and shape. Children are able to
improve their imaginary and creative power. However, such activity helps the children to
resolve their issues regarding the mathematical concept and they are able to move
forward in developing a common objective.
Application
Learning is often considered as the incidental in the classroom at the early
childhood. It refers that if the environment of a classroom is rich with the resources then
the children get a scope to learn things through their own way. In this situation, no
teaching is required as children are able to learn things through themselves. As for
example, when the children observe the wooden blocks in the basket they got an idea
to play with them. As a result, they pick the blocks and stack them one by one. This
allows them to identify how long the length of the wooden block is. On the other hand,
they can arrange the blocks according to their color, shape, and size. Therefore, by
counting all the blocks they can prepare different designs. Such designs highlight
different dimensions and can generate a 3D shape. This activity can be linked to the
learning outcome 4. This activity allows the children to execute a range of methods and
skills include hypothesizing experimentation, investigation, researching, inquiry, and
problem-solving method.
Item 4
Title: Use of Linking Cube

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Evidence
Anna ,G .(2014). Math activities with unfix cubes. Retrieved from:
https://www.themeasuredmom.com/math-activities-unifix-cubes/
Plastic cubes with different colors, pencil, and papers are the main resources of
such activity. Small cards are taken on which educator has written the additional sums.
Rationale
Application of linking cube is one kind of primary activity, which is effective for the
children who are in grade 1. This activity leads the children to understand the concept of
addition by using the cubes. They also learn about the process as well as the sign of
addition. They can generate the idea through such activity that addition can be done by
putting two numbers together. On the other hand, children will be able to read and write
the different numbers by performing this activity.
Application
Application of the linking cube is an effective way to carry out the addition
problems through two ways. In this activity, some cubes are one color while few others
have different colors. In this activity, the child read the question 3+1=. Then they put
one cube first then place another 3 cubes and join them together. Then the child will
count these entire cubes and say 3+1=4, and put this answer in the paper properly.
Then the child makes a turn around the cubes and writes 1+3=4. This activity allows the
children to make their addition problem or they can develop their own sums by using
such cubes. Then they can write it properly. The main purpose of this activity is to
reveal the inverse connection of addition. That is 1+3=4 and similarly, 3+1=4.
Item 5
Title
Evidence
Rationale

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Application
Item 6
Title: Application of cordless phone in learning mathematics
Nelson ,K .(2015).6 Hands-On Center Ideas for Using Technology in Pre-K and
Kindergarten. Retrieved from:
https://www.weareteachers.com/6-hands-on-center-ideas-for-using-technology-in-pre-k-
and-kindergarten/
Rationale:
Use of cordless phone is very common for the children as they like to play with it.
This kind of game is useful to enhance the learning ability of the children and to
increase their mathematical skill. In this activity, they press the number via phone and
improve their ability to identify the number. By doing this activity the children will get the
scope to identify the problems and to generate solution regarding this problem. Children
can improve their social skill besides the mathematical skill through this activity.
Application
Use of cordless phone is an important tool to maximize the mathematics skill of
the children by involving them. In this game maximum children try to copy their parents
one acts as mummy and other one acts as daddy. They act like they are talking to their
friends, doctor or another person. This activity ensures that the children are flexible with
the technology in the modern world and this also helps to clear their concept of
mathematics.

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References
Anna ,G .(2014). Math activities with unfix cubes. Retrieved from:
https://www.themeasuredmom.com/math-activities-unifix-cubes/
Fantini.K ,(2015). The Importance of Block Play for Children. Retrieved
from:http://earlyyearstraining.com.au/blog/the-importance-of-block-play-for-children/
Kaye. Farm Shop Role-Play Area Retrieved from http://www.sparklebox.co.uk/gallery
Nelson ,K .(2015).6 Hands-On Center Ideas for Using Technology in Pre-K and
Kindergarten. Retrieved from:
Nicol, C. (2016). Knowing and Learning Mathematics for Teaching. Selected writings
from the Journal of the British Columbia Association of Mathematics Teachers:
Celebrating 50 years of Vector, 355.
Number Cards and Counter.(n.d.). Retrieved from
http://www.montessoriworld.org/Math/crdcount/crdcount.html
Siemon, D. E., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E.
(2015). Teaching Mathematics. Oxford University Press.