TPF2601-Teaching Practice 1 Exam Prep .

TPF2601-Teaching Practice 1 Exam Prep . SECTION B: EMERGENT MATHEMATICS [50] ACTIVITY 1 (15) In EMA1501 (2018: 19) we learn that children are exposed to emergent mathematics through play: “play is often referred to as a child’s work, it is the way that they experience life and are able to make sense of the world around them.” Therefore, it is important that many opportunities be provided for throughout the six different types of play so that children can discover and learn a variety of mathematical concepts. Considering the above, identify 3 types of play that the learners were engaged in, specify the mathematical concept it developed, and explain how the mentor teacher set up the environment for children to learn these concepts. Type of play 1: Exploratory (heuristic) play (1) Mathematical concept: Problem solving, classifying. (1) Explanation: This type of play is when a child explores the possibilities of ob jects. Children are naturally inquisitive and will explore an unfamiliar object by using their senses. (2) Type of play 2: Construction play (1) Mathematical concept: Creating, reasoning, solving problems, shapes (1) Explanation: This type of plat focuses on creating, reasoning and problem solving. Children need to use available resources in their surroundings to determine what they want to achieve (solving the problem), what they will use (creating) and how they will do it (reasoning) (2) Type of play 3: Fantasy play (1) Mathematical concept: Measurements and estimation, counting, real life mathematical concepts like working with money (1) Explanation: Fantasy play is when the child uses his/her imagination to portray their understanding of the world. Mathematical exploration from past experiences may exercise mathematical concepts like, measurement, adding and subtracting (play with money), counting, estimating, etc. (2) 5 TPF2601/104/0/2020 Explain one aspect you observed that you would like to embrace as a teacher when setting up the environment to support emergent mathematics development. Substantiate your answer with a comprehensive reason. Language development (the language of mathematics) and perceptual motor as well as emotional and social development. These aspects can be developed through stories, songs, rhymes, finger games and water play, educational toys including board games, construction, and exploration activities (mass, time, capacity, measurements, etc.) (3) ACTIVITY 2 (10) According to your learning guide “mathematics does not happen in a vacuum, but is part of an integrated approach to the child’s development. This means that mathematics should be embedded and integrated in all the activities that the children engage in through the day(EMA1501, 2018:4). Observe your mentor teacher presenting their morning ring and answer the questions that follow. List 3 mathematical concepts the learners developed from the morning ring and give a short description of how this was achieved. If none were observable, list 3 mathematical concepts that could be developed through a morning ring with an explanation of how this can be achieved.  Register, calendar work and birthdays During register time, children gather on the carpet in their divided groups and have the opportunities for the following math’s discovery to take place: counting, subtraction, addition, number recognition, space, and shapes.  Arrival and free play The classroom should set up for free play when the children arrive. Learning opportunities to discover math’s would be; number & word recognition, patterns, space, and shapes, writing experiences, measurement, counting.  Music and movement (creative play) Music and movement will usually be guided by a teacher, but it obviously creative. Children experience the following: beginning of fractions by counting and holding notes, counting notes, patterns by using different types of their bodies to produce a certain beat. (6) What strategies did your mentor teacher use to promote the development of mathematics? concepts?  She makes it hands on  She uses visual and images  She finds opportunities to differentiate learning  She asks students to explain their ideas (2) 6 TPF2601/104/0/2020 Describe what extra activity you could add to the morning ring routine to help support tdevelopment of emergent mathematics. Routine activities. Routine activities are not classified as play-based activities, but rather as regular and specific activities done during the day like toilette break, washing hands, etc. Although children still learn mathematics while doing these basic activities. They can still discover  Classification and sorting while tidying up  Seriation, patterns, and ordinal counting while going to the bathroom  Counting while setting table and serving of food (2) ACTIVITY 3 (15) Enlist the help of your mentor teacher to help you plan a mock lesson for Gr Rs focusing on the concept of time. Fill in the lesson plan template below as evidence of this. Remember your lesson should include teacher guided as well as free play activities, whereby the children get to practice their mathematical knowledge and skills on an informal basis. FOUNDATION PHASE LESSON PLAN Student Name: Fundiswa Ndlovu Subject: Mathematics Student Number: Programme: Department of Early Childhood Education Year: 2020 Module Code: TPF2601 Grade: R Date: 30/09/2 0 Content area: State the applicable content area you will deal with in this lesson, directly from CAPS. Measurements Topic: State the applicable topic you will deal with in this lesson, directly from CAPS. Time (seasons) 7 TPF2601/104/0/2020 1. AIMS OF THE LESSON 2. OUTCOMES OF THE LESSON: (List as many as are applicable, but rather concentrate on one or Formulate the lesson outcome(s) yourself, in your own words, as full sentence(s), based on the prescribed aims and topics/skills from CAPS by completing the following sentence: two for a lesson) Choose from CAPS (2011), page 4/5, section 1.3 (d)): The National Curriculum Statement At the end of the lesson, learners must be (NCS) aims to produce learners who are able to: able to: 1. identify the four seasons 2. describe different events that happens in each ify and sol 3. differentiate the condition in each season ve problems and make decisions using critical and creative thinking. effectively as individuals and with others as members of a team. 3. RESOURCES YOU WILL 4. METHODS/STRATEGIES REQUIRE TEACHING THE LESSON* TO DELIVER THE LESSON 5. SKILLS TO BE LEARNT (List the subject-specific skills)  learn to investigate, analyze, represent, and interpret information  learn to listen, communicate, think, reason logically and apply the mathematical knowledge gained (Name resources used in lesson. Pay attention to the variety, relevance, (I used… to meet the lesson outcomes)  Breaking down strategy  Question and answer strategy  Grouping strategy  Sorting strategy effectiveness and applicability of the resource you selected for the lesson).  Board  Markers  Miscellaneous craft materials, such as yarn, construction paper, buttons.  Tape, glue, scissors, paper  Crayons, poster board  Seasons tree change worksheet  Season and weather 6. PROCEDURES OF A LESSON STAGE 1: INTRODUCTION OF A LESSON TEACHERS’ ACTIVITY (What will you say or do? What LEARNERS’ ACTIVITY questions will you ask?)  Ask the students to identify the four seasons  Explain that in different parts of the world, people experience different weather in the same season. (What will learners say or do?)  Students look at the seasons tree change worksheet and identify the four seasons (Recognition of prior knowledge, use of teaching resources, capturing the learners’ attention)  Raise a discussion on the different seasons. Potential questions include: what are the four seasons? what activities do we do in each season? What holiday are there? What experience do you have during a particular season?  Explain that the seasons reflect how solar energy is distributed to the earth based on its axis of rotation as well as its shape  Tell the students that it is important to have seasons as a way of letting life be possible on earth.