DSA 3333 BAB 3 REHAN

3.0 Handle Early Mathematics Activities For Young




Children

MATLAMAT (GOALS):
















• To introduce students about the knowledge and skill to

create the fun learning environment for children in order to


presents and organized, sequential, approach to create a


developmentally appropriate math curriculum for young


children education as an early start to formal education in

primary school.






















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SINOPSIS




(SYNOPSIS):











This course provides students with knowledge in mathematics for

children , such as mathematics , the concept of pre numbers ,

geometry and measurement early start for children , and also

plan and conduct activities in mathematics for children
































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Upon completion of the course, students will be able to:




• CLO 1: Link the concept of mathematical needs in children daily life [C3, PLO1]



• CLO 2: Practice early mathematics activities for children based on Pre School




Curriculum Standard [P3, PLO2]



• CLO 3: Cooperate with group to implement mathematical project [A2, PLO5]























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PENILAIAN




(ASSESSMENT):


Bil. Type of Assessment CLO

Dateline CLO2 CLO3
Continuous Assessment CLO1 (C3,PLO1)
(P3, PLO2) (A2, PLO 3)


Test 1 19/1/2020 10 %


1 Test 2 2/2/20202 10 %

Practical Work 1 23/2/2020 15 %


Practical Work 2 1/3/2020 15 %


Group Project 29/3/2020 10 %


Final Examination

2 Theory 20 %


Practical 20 %


Sub Total 40 % 50 % 10 %

Total








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Assessment Specifications Table (AST):











ASSESSMENT METHODS FOR
CLO COURSEWORK (CA)

PRACTICAL WORK

CONTEXT (RUBRIC)
UJIAN KUIZ

CLO 1 CLO 2 CLO 3 AMALI 1 AMALI 2 TUGASAN 1






C P A

1.0 Define The Needs Of Mathematics For Young ✓ ✓

Children

2.0 Explain The Importance Of Language In ✓ ✓
mathematics

3.0 Handle Early Mathematics Activities For Young ✓ ✓ ✓

Children


✓
4.0 Perform Mathematical Project With Children ✓





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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.1 HANDLE PRE NUMBERS activities


3.1.1 Identify the pre number concept (classification, matching, seriation, comparison, patterns, conservation etc)










The Essential Pre-number Concepts


▪ Matching


▪ Sorting

▪ Comparing


▪ Ordering

▪ Subitizing






















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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.1 HANDLE PRE NUMBers activities



3.1.2 Describe the importance of teaching pre number concept in early mathematic for young children






MATCHING

▪ Matching leads to understanding the concept of

one-to-one correspondence. When a child passes

out cookies, each child in the room gets one cookie.

Maybe there are just the right amount of cookies

or maybe there are extra cookies.

▪ Matching forms the basis for our number system.

When a child can create “the same”, it then

becomes possible to match two sets. This

becomes a prerequisite skill for the

▪ more difficult tasks of conservation












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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.1 HANDLE PRE Numbers Activities




3.1.3 Determine Various Activities For Each Pre Number Concept



AKTIVITI PRA NOMBOR





KERETA API NOMBOR




BAHAN :


• KERTAS WARNA

• GAM


• MARKER

• KADBOARD


• VELKRO TAPE

ALATAN :


• GUNTING







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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.1 HANDLE PRE Numbers Activities




3.1.3 Determine Various Activities For Each Pre Number Concept



AKTIVITI PRA NOMBOR








TELEFONKU






BAHAN : ALATAN :


• KOTAK • GUNTING

• GAM


• REBEN

• DAWAI













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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.1 HANDLE PRE Numbers Activities




3.1.4 Prepare suitable WORK SHEET/HANDOUT for pre number concept activities.


3.1.5 Plan and handle activities using work sheet/hand out



3.1.6 Execute learning through play approach









































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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



















AMALI (PRACTICAL):





1. Plan, prepare teaching aids and handle activities either two of these activities :





▪ using various ways of language of mathematic


▪ independence activities for pre numbers

▪ early geometry activities for young children


▪ early measurement activities for young children

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN





3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)

















































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3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)




• Pembelajaran tentang geometri berlaku semenjak di



peringkat bayi lagi.



• Pembelajaran ini berlaku melalui pengalaman yang



diterokai menggunakan deria:



– mata-pengelihatan,


– telinga-pendengaran,



– lidah-rasa,


– hidung-menghidu,



– kulit-sentuhan.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN




3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)



Bentuk dan Ruang





• Semenjak bayi lagi pembelajaran tentang bentuk dan ruang


akan berlaku.



• Bayi akan memerhatikan muka ibunya dari berbagai sudut



sehingga akhirnya dapat mengenali ibunya, yang berbeza



daripadaorang lain.



• Semakin meningkat usia, banyak pengalaman yang dilalui



dan pembelajaran tentang bentuk dan ruang akan terus



berlaku.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)




• Pembelajaran tentang ruang berlaku apabila seorang bayi meneroka



persekitarannya dengan merangkak.



• Dia juga akan bermain dengan berbagai bentuk yang ditemuinya.



• Semakin membesar bayi itu, penerokaannya untuk memahami


tentang ruang semakin bertambah.



– Contoh, memasukkan mainan dalam kotak kasut.



• Keupayaan memanipulasi objek di sekitarnya akan meningkat.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)





Pembelajaran Geometri





• Satu bentuk pembelajaran tentang geometri yang paling asas


boleh dilaksanakan melalui tajuk topologi.



• Cth: bermain dengan tanah liat untuk mengubah- ubah bentuk


daripada “bentuk bola” menjadi bentuk “silinder” .



• Topologi adalah pembelajaran tentang perhubungan antara


objek, tempat dan peristiwa selain dari aktiviti melukis bentuk-


bentuk seperti bulat, segiempat dan sebagainya.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)










• Pengalaman topologi perlu diperolehi dari ruang yang



pelbagai saiz:



– Ruang besar – spt padang;



– Ruang sederhana – spt bilik; dan




– Ruang kecil – spt atas meja, lego dan geoboard shape.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)



Ruang








• Boleh dipelajari melalui cara tidak formal dan



semulajadi di rumah atau sekolah.




• Perkara yang dipelajari:



– Penganggaran



– Sebahagian dari keseluruhan



– Urutan kefahaman (comprehending order).




– Konsep tertutup

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)





Penganggaran





• Bahasa yang berkait dengan ruang yang disebut oleh pelajar dapat


memberi kefahaman tentang ruang.



• Buat dalam permainan, seperti;



– Menyatakan ayat, dan pelajar turut/melaksanakan, dan diikuti pelajar

menyatakan ayat dan kawan- kawannya mencari.



– Eg- “beg saya dekat dengan meja” “bola merah dibawah meja”

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN



3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)






Sebahagian daripada keseluruhan




• Memberi pengalaman tentang bentuk dan



hubungannya dengan ruang.




• Eg- bermain dengan jigsaw pazzle atau model yang bercerai


dipasang semula.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)







Urutan kefahaman




• Boleh dilaksanakan dengan bercerita tentang perkara yang



ada langkah-langkah tertentu.



• Eg- Beri pengalaman dan bercerita tentang arah untuk ke



suatu tempat. Kemudiannya balik semula ke tempat asal.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)





Konsep tertutup




• Perkenalkan kosep terbuka


dahulu.




• Contoh: mengurung burung



dalam sangkar yang



pintunya terbuka.




• Seterusnya, bagaimana jika


pintu sangkar itu ditutup.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN

3.2 HANDLE early geometry activities



3.2.1 Determine the early geometry concept for young Children (shape and space)






Bentuk




Asas:



• Bentuk adalah pembelajaran

tentang objek tegar, sifat-


sifatnya dan hubungan antara

satu dengan yang lain.



• Contoh: berikan dua bentuk


segitiga yang serupa bentuk

dansaiz.



Tanyakan “adakah dua bentuk

ini serupa”

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN


3.2 HANDLE early geometry activities



3.2.2 Determine various early geometry activities for young children




• Pengajaran tentang “bentuk”




• Ajar tentang




– Space figure – tentang objek yang ada ruang seperti kotak



pensil, tin minuman.



– Plane figure – lukisan bulatan, segitiga dan sebagainya.

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG CHILDREN










3.2 HANDLE early

geometry activities


3.2.4 Prepare

TEACHING AIDS for early

geometry activities



3.2.5 Plan and handle

early geometry activities
for young children



3.2.6 Execute

learning through play

approach

3.0 HANDLE EARLY MATHEMATICS ACTIVITIES FOR YOUNG

CHILDREN















AMALI (PRACTICAL):





1. Plan, prepare teaching aids and handle activities either two of these activities :





▪ using various ways of language of mathematic


▪ independence activities for pre numbers

▪ early geometry activities for young children


▪ early measurement activities for young children