Second Grade Patterns

Due to this, I was able to recognize that children probably have an easier time distinguishing a pattern that has to do with color rather than shape or size. I’m guessing that color is an easier concept to comprehend rather than the shape or size of an object. However, I also was able to learn that shapes are easier for children to recognize. I realize this because that was the second way in which the little girl chose to sort out the keys. Perhaps this is because the shape of an object is more descriptive, just like the color. It is possible that the little girl had a harder time with size because it was tougher for her to recognize the dimensions until the teacher physically compared the keys together by putting one key on top of the

: In this vivid picture book kids discover a variety of shapes all around them. This book help children to learn about the shapes as well as some Spanish words. For instance, rounds are tortillas and moon, squares are board game, clock, and photo frames, park, and fountain, rectangles are ice cream cart, stone metates, and flag, and furthermore triangles are slices of water melon and quesadillas. The good thing about book is that there is a glossary at the end of the book which translate the Spanish words.How would use this book in the class: During the class time we can cut the paper in different shapes, like square, round, rectangle, and triangle, and let the students to match every shape. Also, we can ask the children about the objects,

The teacher gathers students on the carpet and draws a circle with a dot at the center on the IWB and questions children about their feedback on it and expects for mathematical terms circle, round, one, center, radius, diameter and circumference. She concludes that a single picture represents more mathematical concepts.

During the Foundation Phase, children develop their skills, knowledge and understanding of mathematics through oral, practical and play activities. In our setting children`s mathematical development is supported by different activities. Children are encouraged to develop their understanding of measurement units, investigate the properties of shapes and develop early ideas of reasoning and basic mathematical procedures through practical opportunities. These opportunities include cooking, exploring and counting activities.

1. Recognize and draw shapes having specified attributes, such as a given number of angles or a given number of equal faces.1 Identify triangles, quadrilaterals, pentagons, hexagons, and cubes.
3. Partition circles and rectangles into two, three, or four equal shares, describe the shares using the words halves, thirds, half of, a third of, etc., and describe the whole as two halves, three thirds,

Also, we had some posters about the shapes and I used them to demonstrate to them. With showing the illustration and let them to touch the colourful shapes I engaged them and I let them to discuss between themselves. I asked them for this activity you should all work as a team and should look at the shapes carefully and according the sides you must put in one circle. For example, in circle 1 we have all shape with 4 sides that we call quadrilateral.

From the activity what was intended to occur was the children being able to identify physical attributes and from there be able to form sets. Some of the behaviors that I will observe that will indicate that children are learning will be as the children are able to identify things that are the same to form sets, furthermore as they perform forming sets aside from this activity. Some of the things that they will say will be things like “this is the same”, “this is different”, “this person has this, and this person doesn’t”, “this is a set”.

[The learning goal states that the focus learner will be able to formulate learning that all circles are similar through application of transformation techniques (translation and dilation), by the end of the learning segment. The IEP goal states requires the focus learner to describe relationships between similar geometric shapes with 70% accuracy on informal assessments, utilizing one to two supports, by the ending of May 2016. In each lesson the objectives systematically build upon each other as they support the focus learner in accomplishing the learning goal that is based on the focus learner’s IEP goal. The lesson goal and the IEP goal both relate to learning of geometric shapes, with the learning goal being more specific, the circle. After selecting the circle a Common

In the second Kindergarten math Cornerstone, students will take on the role of monument designers. Students will examine monuments from the National Mall, create their own unique monuments, and compare them to their peers’ creations. Following the 5E instructional model, students will be challenged to apply their understanding of describing and comparing attributes of objects and shapes. Students will have the opportunity to construct viable arguments and attend to precision as they plan and create their monuments. Teachers will guide students and provide feedback with targeted questions and prompting support.

During student teaching both of my placements were in math classrooms. With math being my endorsement, having a strong understanding of the content and knowing different methods (standards I & XII) lead to success with my students As a future teacher, I believe these two standards are the most important. I need to create learning experiences that are meaningful and age appropriate for my students. I created a lesson for my 8th grade students that showed the importance of content and methods of teaching. In this lesson, students had to solve questions involving the 8th grade math standards, but the questions were made in puzzle pieces. Students had to match the question and answers, making a shape once the problems were completed. This is called a tangram, which is a concept students had learned in an earlier grade. This lesson used a variety of strategies and met the needs of my diverse learners (standards III & V). The puzzle pieces had students use creative thinking and

A work tray will have been compiled of the necessary resources for the Numeracy task. A student may be working on shape/colour recognition; the resources may contain a tracing card with a square, a circle and a triangle; a pencil and paper. Then the student is asked to trace the shape which may require hand over hand support. Other resources will also be used but using a different approach such as solid shapes in various colours, the student will be shown a shape and asked “what is the shape?” or more simply “it’s a .....” leaving time for the student to respond and complete the sentence. They may be asked to “take the yellow circle” from a choice of two shapes. Progress is then recorded and will aid the teacher to plan for future lessons depending on the progress made or whether the task is achievable and needs adapting to best suit the ability of the

For example, to teach writing, students use sandpaper letters. These are letters created by cutting letters out of sandpaper and placing them on wooden blocks. The children then trace these letters with their fingers to learn the shape and sound of each letter. Another example is the use of bead chains to teach math concepts, specifically multiplication. Specifically, for multiples of 10, there is one bead that represents one unit, a bar of ten beads put together that represents 1x10, then a flat shape created by fitting 10 of the bars together to represent 10x10, and a cube created by fitting 10 of the flats together to represent 100x10.

The Visual Sense: These exercises assist with the discrimination between similar and differing objects. The Pink Tower exercise assists in the development of the visual discrimination of sizes in three dimensions. The preparation of the child for mathematical concepts such as the decimal system, geometry and volume is achieved through the exploration of this material.

I realized he knew some shapes, but perhaps got confused on which is which or simply didn’t remember. Next, I asked him to draw a diamond, but he drew a circle/square shape that looks like a circle with a right angle on the bottom left. I think it was his first time learning about a diamond because he asked what it was so I said it was a shape. I didn’t want to influence his second attempt too much. Then, I drew a square and diamond, I asked him to draw a square like I did and showed him my drawing. He improved from his first attempt, he drew a more recognizable square with 1 curved and 3 straight lines. After I asked him to draw a diamond and showed him my example, he drew a straight vertical line. Once again, I don’t think he understood what a diamond was at all and just drew anything. I didn’t want to ask him to it again and make him feel guilty or more nervous. I think he lacked some knowledge and practice on shapes, but his fine motor skills were decent for a

Chapter 12 “Helping Students Understand Maps, Globes, and Graphics” offers an information about simplest ways to explain children the logic and the structure of maps, globes, and graphs creation. Author stresses the importance of students’ comprehension of the “birds-eye view” concept before raising the bar on the requirements of the map reading and general use.