teaching mathematics in year three_play

HBMT2203 TEACHING MATHEMATICS IN YEAR THREE

FACULTY OF LANGUAGE AND EDUCATION

JANUARY / 2011

HBMT 2203

TEACHING MATHEMATICS IN YEAR THREE

E-MAIL : [email protected]

LEARNING CENTRE : IPGM KAMPUS PULAU PINANG

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mailto:[email protected]


ACKNOWLEDGEMENT

I would like to thank GOD for giving me the strength and health to do this assignment.

Not forgotten to my family members for providing the strength and the knowledge to complete

this assignment. They provided me with internet, books, computers and all necessary items to

complete this assignment. They also supported me and encouraged me to complete this task so

that I will not postpone in doing it.

Secondly, I would like to thank my tutor for guiding me and my friends throughout this

assignment. We had some difficulties in doing this task, but he taught us patiently until us able to

understand properly what we need to do. He helps us until we understand what we supposed to

do with the assignment topic.

Last but not least, my friends who were doing this assignment with me and sharing our

ideas. They were helpful that when we shared and discussed together, we had this task done

separately.

Thank you for all.

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TABLE OF CONTENT TABLE OF CONTENT


1.0 INTRODUCTION

2.0 CONTENT

2.1ACTIVITY 1: BUILD A HOUSE

2.1.1 IMPACT ( using ‘Construction play’)

2.2ACTIVITI 2: MONEY

2.2.1 IMPACT ( using ‘Role-play’)

3.0 CONCLUSION

4.0REFERENCES

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1.0 INTRODUCTION


Play is the work of children. It is important that the value of play in young children’s

learning is acknowledged and explained. It consists of those activities performed for self-

amusement that have behavioral, social, and psychomotor rewards. It is child-directed, and the

rewards come from within the individual child; it is enjoyable and spontaneous. Play is an

important part of the childhood development. Through play children learn about shapes, colors,

cause and effect, and themselves. Besides cognitive thinking, play helps the child learn social

and psychomotor skills. It is a way of communicating joy, fear, sorrow, and anxiety.

Play allows children to gain control of their thoughts, feelings, actions, and helps them

achieve self-confidence. Children of all ages and from every socioeconomic background often

prefer television, computers, and battery-operated toys to self-directed, imaginative, and creative

play. This tendency leaves children developmentally deprived, because imaginative and fantasy

play allows children to explore their world and express their innermost thoughts and feelings,

hopes and fears, likes and dislikes. Through play, decisions are made without penalty or fear of

failure. Play takes different forms for different children, and its definition entails many aspects.

Play is the direct opposite of work; it is frivolous.

Play with imagination and fantasy is the child's natural medium of self-expression and

one that gives cues about the child's conscious and unconscious states. In play therapy, clinicians

employ various techniques designed to reveal the child's psychological and social development.

Clinician-directed play therapy is, therefore, not naturally self-directed play, but plays designed

by a professional to facilitate understanding of the child and the child's healing process. There

are various forms of play. Having choices is important since an action that appeals to one child

may be of no interest to another, and the child's interest is likely to change throughout the play

period.

‘Role-play’ enhances children’s personal, social and emotional development by

providing opportunities for playing with others, using developing social and communication

skills, for developing autonomy, and sometimes sustaining involvement for long periods of time

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http://nationalstrategies.standards.dcsf.gov.uk/eyfs/taxonomy/33660/33692/0/46384

http://www.healthofchildren.com/T/Toys.html

http://www.healthofchildren.com/A/Anxiety.html

http://www.healthofchildren.com/E-F/Fear.html


with or without adult support. Through role play children can explore other people’s points of

views and respond to the feelings and wishes of others. Play can also be a medium for children to

explore their life experiences and both joyous and sad emotions.

Expressive play is certain forms of play give children opportunities to express feelings by

engaging with materials. Materials used in expressive play include tempera paints, finger paints,

watercolors, crayons, colored pencils and markers, and drawing paper; clay, water, and sponges;

beanbags, pounding benches, punching bags, and rhythm instruments; and shaving cream,

pudding, and gelatin. Parents can take an active role in expressive play by using the materials

alongside the child.

Manipulative play is children control or masters their environment through manipulative

play. They manipulate the environment and other people as much as possible. Manipulative play

starts in childhood. Children’s play with their parents; for example, they drop a toy, wait for the

parent to pick it up, clean it, and return it, and then they drop it again. This interaction brings the

infant and parent together in a game. Children move objects such as puzzle pieces and gadgets to

better understand how they work.

Symbolic play is certain games can symbolically express a child's problems. Because

there are no rules in symbolic play, the child can use this play to reinforce, learn about, and

imaginatively alter painful experiences. The child who is in an abusive family may pretend to be

a mother who loves and cuddles her child rather than one who verbally or physically abuses her

child. Or in play this same child might act out abusive experience by hitting or screaming at a

doll that symbolizes the child. Parents can be surprised by their child's perception of family

issues. Children mimic their parents in certain play; in other games they may pretend they are the

heroes they read about in books or see on television. At certain developmental stages children

believe they can fly or disappear. Symbolic play may be used by children to cope with fear of

separation when they go to school or to the hospital.

Dramatic play, children act out situations they suspect may happen to them, that they are

fearful will happen, or that they have witnessed. Dramatic play can be either spontaneous or

guided and may be therapeutic for children in the hospital.

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Games- Some video and card games are played by one child alone. Games with rules are

rarely played by children younger than four years of age. Board games, card games, and sports

are enjoyed typically by school-age children. In these games children learn to play by the rules

and to take turns. Older children enjoy games with specific rules; however, younger children

tend to like games that allow them to change the rules.

Simulation-based learning is essentially role-playing. Students are given an artificial

environment that allows for the opportunity to develop and practice a complex set of skills or

witness the application of abstract concepts .The benefit of students learning in a simulation

rather than a real life situation is that time and or the natural environment can be manipulated to

guide discovery .Students do not have to worry about the impact of failing in a simulation. For

example, in a simulation where students are learning about adaptations of animals, students can

put an elephant on the top of a mountain and see what happens without having to worry about a

real elephant being harmed by their mistake in thinking that is where elephants live. Simulations

also allow for things to occur that would be impossible in real life. For example, students could

plan a space mission and actually take the mission through a simulation, whereas, taking an

actual space mission would be impossible.

Participating in construction play will help pupils develop an understanding of

materials and their properties. Activities should involving building with blocks, making things

as well as taking objects apart to find out how they are constructed. Pupils should be given

opportunities to work with different types of wood, tools and eco-friendly materials. Activities

should also involve pupils designing and then making their own creations using a variety of

media. Some of the skills pupils are able to develop apply and practice through being involved

in construction play activities include opportunities to:

A: Take care of equipment and follow safety procedures

B: divide resources and work cooperatively with others

C: Value their work and the work of others develop their language, in addition to

communicating their ideas in a variety of ways including ICT

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http://www.healthofchildren.com/S/Sports.html


D: Develop their manipulative skills and hand–eye coordination develop their

understanding of area and spatial awareness

E: Investigate the way different objects operate learn to select, handle and use equipment

appropriately

F: Develop their understanding of the properties of different materials solve problems and

suggest different solutions.

2.0 CONTENT

2.1 Activity 1: Build a house

Teaching and learning activities using ’ Construction -play’

A group of Year 3 pupils design and make their own creation using a variety of media and

shapes selection of blocks of different sizes and shapes. They solved problems such as how

to make a house with a window and how to produce a stone or brick effect on cardboard and

three dimensional boxes.

Topic : Shape and Space

Learning Area : 8.1 Three-dimensional Shapes

Learning Objective : Pupils will be taught to Build 3-D shapes

Learning Outcome : Pupils will be able to build 3-D shapes using suitable materials.

Materials: Various three dimensional boxes (triangular prisms; cuboids; cubes; cylinders)

o Rulers; Scissors; and Glue.

Prior Knowledge : Pupils had learnt how to name a three dimensional shape: square,

rectangle, circle, triangular prisms; cuboids; cubes;

cylinders during their previous lesson while learning shapes.

Instructional Practices: construction play, solve problems, Reasoning, and Connections

Procedures:

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i. Divide the pupils into groups of four and have them work in their co-operative

group.

ii. Give each group a three dimensional box. Each pupils calling out their ideas about

what sort of house it would be and trying to describe its specific character.

iii. Ask the pupils to decide to draw their ideas of how the house should look before

deciding and how to make it.

iv. Then discuss the activity promoted was invaluable. Teacher will be able to

observe and evaluate their interaction. The pupils were so involved in the activity.

v. Guide the groups to decorate the panel of the box in the style of their house

drawing.

vi. Ask the pupils to use a range of resources, tools and techniques to make a castle

with a window and produce a stone or brick effect on cardboard and three

dimensional boxes.

vii. Give more examples of construction play include pupils working activities should

involve building with blocks, making things as well as taking objects apart to find

out how they are constructed.

viii. Then, use power point slide show as a colure and ask children’s to do the

activities in the classroom. ( Various three dimensional )

2.1.1 IMPACT

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ACTIVITY 1(using ‘ ’ Construction -play’ )

A description of the play and benefits of learning mathematics through play

A small group of Year 3 pupils were trying to build a house using three dimensional

boxes and a large lid. Each pupil was calling out their ideas about what sort of house it would

be and trying to describe its specific character. The interest in building the house was such that

everyone contributed and everyone listen to one another. The activities should involve building

with blocks, making things as well as taking objects apart to find out how they are constructed.

The pupils decided to draw their ideas of how the house should look before deciding

how to make it. The discussion that this activity promoted was invaluable. The pupils were so

involved in the activity and a teacher was able to observe and evaluate their interaction rather

than be the one who initiated or directed it. There was a house with a fierce dragon on a dark,

thundery night, and conversely there was a house where a wedding party was being held that

had a huge array of balloons, flags and fireworks. Some of the skills pupils are able to develop

apply and practice through being involved in construction play activities includes opportunities.

The activities should also involve pupils designing and then making their own creations

using a variety of media. It was going to be difficult to decide which house should be made. At

this stage suggested that each pupil could decorate one panel of the box in the style of their

house drawing.

They plan together what sort of door the house should have. They solved problems such

as how to make a window open and how to produce a stone or brick effect on cardboard. They

used a range of resources, tools and techniques including paints, pastels, junk materials,

scissors, masking tape, glue and string to name but a few. For much of the time they worked

collaboratively, neither asking for nor needing my intervention.

Play should be valued by all practitioners and structured with clear aims for pupils

learning. It should be structured in such a way that pupils have opportunities to be involved in

the focus, planning and setting up of play areas both indoors and outdoors, as this will give

them ownership of their learning. It is important that children have plenty of occasions to

experiment with resources, to try to solve problems as well as selecting their own materials for

an activity.

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2.2 ACTIVITY 2- MONEY


Alongside these activities there should be structured experiences that have specific

planned outcomes to extend the children’s learning and development. Activities should also

involve pupils designing and then making their own creations using a variety of media. Some

of the skills pupils are able to develop apply and practice through being involved in

construction play activities. Environment activities can allow them to explore their emotions

and feelings experiences that allow children to discover things for themselves.

Teaching and learning activities using ‘Role-play ’

Topic : Money

Learning Area : Money Up to RM100

Learning Objective : Pupils will be taught to use and apply knowledge of

Money in real life.

Learning Outcome : Pupils will be able to solve story problems involving

Money in real life situations.

Materials : fake money, stationery things, pricelist of the items

Prior Knowledge : Pupils had learnt how to use money in real life situations

Instructional Practices: construction play, solve problems, Reasoning, and Connections

Procedures

1. Divide the pupils into group of four to do work in their cooperative learning.

2. Teacher makes a list of the concepts, such as word problems involving addition and

subtraction that will be taught through play.

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3. Plan a game that can teach the concepts. For example, if the lesson involves problem

solving, could create a game that involves purchasing items at a store and then deciding on

the correct amount to pay the cashier.

4. Setting up a Play Store - pupils may enjoy setting up a play store. Teacher help the pupils set

up the store in one corner of the classroom. The pupils can take turn playing the role of

storekeeper and customers.

5. The storekeepers would get to practice in making change and adding prices of more than

two items. The customers would also gain experience in manipulation of coins and fake

notes.

6. Teachers arrange the elements of the game. Create an imaginary store; make a list of the

selling items and the corresponding prices. Choose stationery things as the selling items.

7. Teacher provides some fake money to the pupils that they can use.

A scenario, one pupil plays as the cashier and the others act as the customers. The

customers have RM50. The customers purchased 2 items and the amount total is

RM40.25. The customer handed the cashier RM50 and the cashier returned the balance

money RM9.75 with the items customer purchased. In this event, we used the replica

Malaysian ringgit from Monopoly games.

8. Teacher allows the students to play this game independently for a certain period of time,

and then have them switch roles. This will enable all of the students to have a turn being the

cashier and the shopper.

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Replica of Malaysian Ringgit


2.1.2 IMPACT

ACTIVITY 2 ( using ‘Role-play’)

Year 3 pupils were trying to solve story problems involving money in real life situations.

Teacher help the pupils set up the store in one corner of the classroom. Setting up a Play Store -

pupils may enjoy setting up a play store. The pupils can take turn playing the role of storekeeper

and customers. The storekeepers would get to practice in making change and adding prices of

more than two items. The customers would also gain experience in manipulation of coins and

fake notes. There are many different types of play and active learning activities that need to be

planned for in terms of resources, space and time, and organized within the school Practitioners

should ensure that set tasks, problems and activities are exciting, complex and differentiated for

the children.

This well-planned role play activity provides numerous opportunities for interactive

learning to take placewhere students actively construct their understanding within a social and

physical environment. Allowing students to perform role playing sessions during class can help

teach math concepts that are harder to grasp with traditional teaching methods. Concepts such as

learning how to add and subtract money may require them to set up a small, pretend "town." This

town can include a grocery store, bank, farm and other structures that encourage the exchange of

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money. By printing fake money and allowing the children to buy and sell goods and services,

they can stimulate interaction, fun and learning into one lesson.

Role Play can be one of the most important activities forYear 3 children, it not only

stimulates their imagination but can helps with theirsocial development. Literacy,numeracy and

other curriculum activities can all beplanned as part of a role play situation.

Role Play activities allow them to explore their emotions and feelings experiences that

allow children to discover things for themselves. Alongside these activities there should be

experiences that have specific planned outcomes to extend the children’s learning and

development Children should have opportunities to feel, investigate and explore the properties of

these materials before undertaking more structured activities. This is essential so that children

will be able to draw on their knowledge to solve problems. As children’s learning and knowledge

increases, activities should be differentiate and progressive.

3.0 Conclusion

Children love to play; use this as a technique to teach math to the kids. When children are

taught in a fun way, they don’t resist and at the same time, the concept gets into their mind very

easily. Once they understood the concepts, they are never going to forget them. Play should be

valued by all practitioners and structured with clear aims for children’s learning. It should be

structured in such a way that children have opportunities to be involved in the focus, planning

and setting up of play areas both indoors and outdoors, as this will give them ownership of their

learning.

Integrating math into all parts of the day multiplies the learning and gives your young

children an understanding that math is part of everyday life. During the early years of life,

children play with concepts of size, number, shape, and quantity.

During the activity, they also developed manipulative, modeling and observational skills.

They expressed their thoughts by talking about and discussing his work, and through using

creative materials to make an innovative representation of his ideas. He achieved this through

exploring, thinking, problem solving and communicating.

"Interesting Game" in which students in pairs or in small groups play a game that is related

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http://quazen.com/kids-and-teens/school-time/my-child-doesnt-like-math-how-to-teach-math-fun/

REFERENCESREFERENCES


to the important mathematical contents of the unit. Students are usually required to apply what

they have learned to complex or new game situations. Meanwhile, teachers are expected to

assess individual students' mathematical progress through informal means such as careful

observations or questions and to provide any necessary prompts. In this way, assessment

becomes a routine part of the ongoing classroom activity rather than a test at the end of

instruction to see how students perform under special conditions.

(3100 words)

Chong Liep Kiong. (2010.) HBMT2203 Teaching Mathematics In Year Three.

Meteor Doc.Sdn.Bhd.

YapPoh Mei, Cho Kin Tong, Tan Kim Pee.(2003). Mathematics Year Three Text Book

Part 2. Multi Media Synergy Corporation Berhad

Murugiah s/o Velayutham, Kao Thuan Keat (2010). HBMT2203 Teaching Mathematics

in Pre-School and Year Two. Meteor Doc.Sdn.Bhd.Selangor.

Sources from Internet

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http://www.ehow.com/how_6314644_learn-math-through-play.html#ixzz1Fo6d4oN3

http://www.brighthub.com/education/special/articles/13725.aspx#ixzz1Fo6DK4hL

http://www.lookpdf.net/pdf/various+form+of+play+in+maths

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http://www.lookpdf.net/pdf/various+form+of+play+in+maths

http://www.brighthub.com/education/special/articles/13725.aspx#ixzz1Fo6DK4hL

http://www.ehow.com/how_6314644_learn-math-through-play.html#ixzz1Fo6d4oN3

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