CD 130 Cuyamaca College Observing Kids with Mathematics Behaviors Discussion

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Tneqravn76

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CD 130

Cuyamaca College

CD

Description

Is there math in that snack

vegetables

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Discussion Prompt:

There can be so many demands on a preschool teacher's time, especially if you are working in a funded program like Head Start, State Preschools or college lab schools. As our text says "Required curriculum components, learning outcomes, and assessments may dominate the focus of your limited time." (p. 225)

In addition to planning ideas and tools, Chapter 8 looks at how to integrate the demands and "have to's" of your job with the joy and challenge of planning and implementing quality experiences and routines for preschool children. One of my favorite sections is the one where the teachers described how they used snacks and snack time to create activities that facilitated the documentation of math standards. (p. 245-248)

Initial Post:

So, for this discussion I'd like you to do the same. Using either our text, or the CD Preschool Learning Foundations Vol. 1, plan a fun snack for 12 preschool aged children and then identify 2 math concepts or foundations that the children might acquire or explore as they prepare and eat the snack.

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Explanation & Answer

Attached.

1

Snack Math
Name
Institution Affiliation
Dates

2
Observing kids as they eat their snacks is fun. They tend to count snacks before they start
eating, which keeps them very enjoyable—that why, as teachers, we should help them connect
with the counting. The teacher and other school stakeholders identify a sequence of children’s
behaviors in learning Mathematics to help achieve academic expectations. The photo below shows
some ingredients for preparing a snack commonly taken together with meat or boiled eggs. We
can use the ingredients to teach children Mathematics and keeping fun in it.

Fig 1. Snack Ingredients for Learning Mathematics
The Mathematic domain; (i) Number sense; (ii) Functions and Algebra; (iii) Geometry; (iv)
Measurements, and; (v) Mathematical reasoning
(i)

Number sense

Number sense comprises developing knowledge of counting, skills to identify several
relationships, and operations. The teacher can ask pupils the following questions and provide and
ascertain the correct answers

3
a. How many items are on the table? The teachers should help them count. Answer; 15
b. How many colors represented by the ingredients on the table? Answer; 2
c. How many cayenne peppers are there? It should include the green and the red ones; 3. Also,
how many French beans leaves are on the table? Answer; 10
d. Count up to say, 5, 6, 10, or up to the last item
e. Subtract 5 or add, say 6 items in a group. Let them understand subtracting and adding has
effects on the number of objects.
(ii)

Functions and Algebra

Focus on patterning and classifications, the pupils sort and categorize objects and determine the
sequence. Objects can be arranged in...


Anonymous
Really helpful material, saved me a great deal of time.

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