4301743
Beschreibung
Mindmap von Emily Nieman, aktualisiert more than 1 year ago
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Erstellt von Emily Nieman
vor fast 9 Jahre
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Indoor
Mathematical
Approaches
- Number
- Help children recognise number in their written form through painting by numbers activities.
Practitioners can ask questions such as how many of each number/colour is on the child's drawing
and what shapes does your picture use to make your animal/house etc. Or through a game of bingo
where children need to recognise numbers writen down and match them to the ones they hear
being called out. Practitioners can ask questions such as a what little numbers can you see in the
big number e.g in 68 a child would say they have a 6 and an 8. You can then ask them if they add
those numbers together will it make the number written in front of them etc.
- Helping children see that numbers can be represented
through different marks can be shown through children doing
tally charts of the different pets children have in their class for
example so they can be asked
- Help children recognise number in their written form through painting by numbers activities.
Practitioners can ask questions such as how many of each number/colour is on the child's drawing
and what shapes does your picture use to make your animal/house etc. Or through a game of bingo
where children need to recognise numbers writen down and match them to the ones they hear
being called out. Practitioners can ask questions such as a what little numbers can you see in the
big number e.g in 68 a child would say they have a 6 and an 8. You can then ask them if they add
those numbers together will it make the number written in front of them etc.
- Time
- Help children to understand how to use different tenses through
one word story telling where one child will use a time phrase e.g.
tomorrow, yesterday, today and all the children need to use the
correct tenses or the story stops and starts again using a different
time phrase but becomes harder for example they can't use the
pronoun I anymore or can't use words with the letter "s" in it etc
- Helps children to understand the concept of time through games such as the
minute game where children need to count 60 seconds in their head and when
they think they've reached a minute they put their hand up or stand up etc. The
practitioner then tells the children who got exactly one minute and who else
was close. Practitioners can write down every child's "score" so they can talk
about who got the closest. Who said it too soon/too late etc.
- Help children to understand how to use different tenses through
one word story telling where one child will use a time phrase e.g.
tomorrow, yesterday, today and all the children need to use the
correct tenses or the story stops and starts again using a different
time phrase but becomes harder for example they can't use the
pronoun I anymore or can't use words with the letter "s" in it etc
- Shape and Measure
- A cooking activity allows children to measure out the correct amount of
different ingredients they need for their recipe for example 100g of
flour. It also teaches them about too much/too few especially if they
change the recipe to make more or less e.g. if a cupcake recipe is for 12
and they want 24 they'll need to double up all of the ingredients.
- Talk about shape with the children then ask them to
collect objects in the setting that have a particular
shape in them for example the bottom of a teacup
may be a circle, wooden blocks may be rectangles
etc
- A cooking activity allows children to measure out the correct amount of
different ingredients they need for their recipe for example 100g of
flour. It also teaches them about too much/too few especially if they
change the recipe to make more or less e.g. if a cupcake recipe is for 12
and they want 24 they'll need to double up all of the ingredients.
- Problem
Solving
- Through role play children can use a pretend shop to give certain toys
in the setting certain prices and then work out how much a child
needs to pay for all their items, how much change they need etc
- When preparing and setting out an activity for example a table that is for
drawing with stencils children will need to work out how many chairs to set out
so that their is enough space for as many children as possible without the space
becoming too cramp as well as how many pens and what type to set out for
example if they only have black paper then certain writing tools won't show up
on it such as regular pens/pencils perhaps as well as how many stencils to put
out so that each child can have at least one and if a certain type e.g. a caterpillar
is a very popular one then should they put out more than one stencil of it etc.
- Through role play children can use a pretend shop to give certain toys
in the setting certain prices and then work out how much a child
needs to pay for all their items, how much change they need etc
- Space/Location (Spacial
Awareness)
- Whilst making puzzle shape boxes ask the children how many
items they can fit into one box, then make the box bigger and
try again whilst using different types of objects that are
different shapes and sizes to make it more difficult (advanced)
for them.
- Playing a game such as Aye Aye Captain where children need to follow instructions in a restricted space whilst walking around without
bumping into each other or getting in the way of someone else doing their action for example one instruction is "scrub the decks" where
children need to lie on their stomachs and "wash the floor" so children need to make sure they can spread themselves out without being
in any of their peers way. Another instruction is the 4 directions on a ship: Port, Starboad, Bow, Stern so when one direction is called they
have to approach a certain wall (left, right, front and back) so they much know their lefts and rights and remember what direction to go to.
- Whilst making puzzle shape boxes ask the children how many
items they can fit into one box, then make the box bigger and
try again whilst using different types of objects that are
different shapes and sizes to make it more difficult (advanced)
for them.
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