Learning Segment
Learning segments for kindergarten children involves several activities. Children require surplus information as they transition in the world of maths. According to the New York State standards, students come from different cultural and linguistic backgrounds. A public-school year data in New York shows that there is 8.8% of English language learners (ELLs) among the 2.6 million students. The low percentage of ELLs indicates the diverse linguistic of 200 languages. Therefore, children enrol to school with vast knowledge and beliefs that influence their interpretation of digits as they tackle mathematics solutions. The prior knowledge of understanding a child’s strength in instructional duties helps address their weakness. This guides the tutor to have a clear outline of how to cover the lessons together with the students. Several methods, such as portfolios enables both the teacher and students to be productive in the classroom after assessment.
PRE-ASSESSMENT OF STUDENTS KNOWLEDGE AND SKILLS:
Based on the math unit lessons that we are going to discuss with students, we are engaging the young learners in letters and words that will enable them to comprehend in question and answers format. Most of the children’s come from different backgrounds and do not have the ELL know-how. Some students can recognize numbers 123 and letters ABCD. The students who come from an agricultural society can identify symbols and structures easily since they have experienced the geographical location of their farms. When going to farming with their parents, they have been able to gain the skills of drawings and identifying symbols better than the rest 10 out of 15 students in the classroom. The remaining students come from families that have parents who have professional jobs, and they are more able to identify all the alphabet words and count from one to a hundred.
STUDENTS’ PERSONAL INTERESTS/CULTURAL/COMMUNITY ASSETS:
Furthermore, the pupils that originate from families that practice agriculture has been of help in drawings with other students s they practice to identify different shapes of mathematic symbols, such as rectangles and squares. The shapes of lands they cultivate have enabled them to gain skills of symbols that they outline in class. The pupils from working families can play with numbers since they have tutors in their homes who have been helping them in ELL as they adapt to the New York system of communication. The teachings at homes have facilitated them with knowledge of numbers. The combination of skills from different students offers the platform of interest in math’s, making our interaction easy and fun when dealing with words. Besides, the students enjoy class involvement and are always eager to read and write. We need to focus on our children cultural and interests as we involve with them in the lesson segment. I know that my students are interested in symbols and animals, and I will ensure that they are used in math’s lesson because they are always curious about finding more about numbers.
When in class, some pupils have different beliefs and culture that affect their learning skills. Therefore, 12 out of the 15 students in the class follow the Old Apostolic Lutheran religion that has strict rules on cultural and life activities where it does not allow dancing. The need to focus on their daily experience is a key factor. The learning of words helps in their math’s lessons on how to spell the numbers and find solutions to the tests. When participating in videos to learn sounds, dancing is required, and we do it when it is necessary to balance with the religious children. When I think about how the students will achieve the skills in and out of the class with limited time, I establish a program that favours them while in class before going home. For example, the strategy I would implement is to make sure they are interested in their sounds. This will help them to have the bigger picture that learning sounds will enable them to read. Besides, I will engage the students in videos and songs that have numbers to create effective learning in a fun way.
CENTRAL FOCUS/LEARNING TARGET:
The central focus to the Math’s lesson is a strategy of playing with numbers. The students are improving in their sounds and able to identify the number of objects they can draw for themselves. With my experience with pupils in the classroom, I have incorporated different coloured numbers to make sure the students are attracted and able to handle the calculations involved when tackling sums. When interacting with pupils, I ask questions that revolve around comprehension and understanding how to gather information to enable students to write and draw, regarding the topic. The students can use coloured toy animals that are manipulative to help them concentrate on math’s subject. Referring to examples from video clips generates a literacy strategy that enables the students to think and comprehend on prior topics of discussion.
Lesson 1 eight layout
Counting of numbers from is one of the basic lessons for a student in kindergarten where they need to have an interest for them to understand the concepts of calculations as they further their knowledge. In this section, we are going to work on how to count numbers through the Montessori lesson from video and practice in the classroom.
The general objective of the lesson
The students will have one unit of red clips. a bar of ten clips, and a cube of
Numerical cards 1, 10, 100, 1000
Students will match the standard using red toy animals.
Students will match the numeric cards with clips.
The student will count how many red clips are in a unit and ten bar, a hundred bar and a thousand bar. They will also match and identify the red clips and numeral cards.
The state standard is to decompose numbers from 11 to 18 into ten by using drawings and records. The understanding of composed numbers ranging from 1, 2, 3,4, 5, 6, 7 or 8 ones. The central focus is to helps pupils to be able to acquaint themselves with quantities and their names where they will associate quantities with coloured symbols. The students will count how many clips are in each bar of tens, hundreds, and thousands; they will later match them with numerical cards and red clips.
Besides, the teacher will provide the materials needed for the pupils in the 8 layouts. These materials will include boxes having, eight units, eight-ten clips, eight hundred clip squares, and one thousand clip cubes. Conversely, the pupils will display clips on a working mat where one column will have 10 bars on the left, followed by the hundreds and thousands respectively. I will confirm the quantities by counting the chips with pupils at work mat. After counting the quantities place to the right of tens, hundreds, and thousands, the students will collect the correct red clips where I will count their quantities. I will request the pupils to bring five units of two tens and three units of three tens where we will count them together and let them identify the red chips quantities. Besides, I will ask the pupils to bring units of three tens and count with them, identifying whether they have mastered the two-digit number and progress to the three-digit number. If they are having problems with the two-digit numbers, I will not continue with the three-digit number to ensure they get it right.
The display of numeral card
For the display of numeral cards, I will need a large box accommodating numerical cards that rise after each place value. One that goes through 8 printed in yellow, 10 through 80 printed in red, 100 through 800 printed in blue, and 1000 printed in black. I will place the box of numeral cards at the top of the mat and name them “one unit, two-unit, their unit and the pupils will sort them in sequential order. The students will later readout and recognize the numeral cards asked by the tutor. The student will choose a numerical card as the tutor observes