$20
weeklyor $40 for 2 classes
Mental Number Lines and Abacus Strategies for Preschoolers (Part 1 Of 2)
Completed by 1 learner
Ages 3-6
Live Group Class
Average rating:
5.0
Number of reviews:(188 reviews)
Live video meetings
1x per week, 2 weeks
3-5 learners per class
35 min
What's included
2 live meetings
1 hrs 10 mins in-class hoursClass Experience
In this course, we will be using stories, drama, play and even toy-making as a way to learn, practice and extend our mathematical thinking, language and problem-solving. We will learn these skills using early abacus methods to help build children's "mental number line". Children with a variety of abilities will all have the opportunity to extend their individual skills in counting and number recognition (ordinal, cardinal, subitising, skip). Importantly, I will also focus on developing each child's confidence and flexibility to perform mathematical operations and problem-solving (for example, by using adding, subtracting, estimating, patterning, ordering). The theme for this class will centre on Lynley Dodd's hilarious "Slinky Malinky Cat Flaps" story. This is about a cat, who climbs out of his cat door, into the night for adventures with his friends. Using stories and play, as well as maintaining small class sizes, means that I can give each child the opportunity to work at their own level, with individualised support relevant to their own capabilities. Your child will have many opportunities to use objects and manipulatives, to share stories, and to build on their own interests as a way to inspire their imagination, vocabulary and concrete use of key mathematical concepts in every-day life. --Session 1-- We will introduce the story with an interactive reading. We will use finger and object abacus methods to explore the mathematical elements of this story. Following the story we will begin making some objects together, using a simple home-made dough, to create our first abacus number line. The remainder of the objects can be made at home, before our next class. --Session 2-- Using the objects we created (OR some simple objects from your house) we are going to re-tell the story of Slinky Malinky and his friends. In re-telling the story, we will be practicing our numberline strategies using a range of abacus methods. Get ready for some fun...as children often like to make up new characters, plots and elements to the story (allowing them to build more complex and flexible mathematical thinking).
Learning Goals
Learning outcome 1: I can use number words to count the quantity in a group of things using one-to-one correspondence and subitisation.
Learning outcome 2: I can extend my abilities to count with help from another person. This might include extending into:
- counting the quantity of things in an even larger group;
- counting-out a group of things;
- working out how many things are in a group using subitisation or mathematical operations;
- using n+1 counting;
- counting backwards;
- skip counting; or
- noticing and correcting errors in counting.
Learning outcome 3: I can use mathematical thinking and words to form relationships to, and connections with, people and objects in my world.Other Details
Parental Guidance
Supply List
An important element of play-based and deep mathematical learning in early childhood is access to OBJECTS. When you enrol, I will send you a recipe for a simple home-made dough (it is a little different from play-dough) consisting of flour, water and salt. Please bring this dough to the first class.
External Resources
Learners will not need to use any apps or websites beyond the standard Outschool tools.
Sources
Slinky Malinky Cat Flaps (Lynley Dodd)
Meet the teacher
Teacher expertise and credentials
As a qualified Early Childhood Teacher, with degrees in Nursing, Early Childhood Education and Play Therapy (and as a parent myself!) I am passionate about developing children's mathematical skills. These early skills form the foundation and a vital resource for living and learning throughout childhood, adolescence...and beyond. For this reason, I have completed advanced skills training in early childhood mathematical education, including the Mathematical Trajectories approach, and Jo Boaler's mathematical teaching methods, developed at Stanford University.
Over the years, I have learned that rote learning, worksheets, tests, flash cards and attempts to "try to teach" young children how to "do" maths, often backfire. These approaches can leave children confused, disengaged or even oppositional and resistant to mathematical learning. Because these approaches are abstract they do not provide young children with the concrete and "real-world" context they need for maths to "make sense" and seep into their bones. As children learn that there is only "one correct way" to do mathematics, their confidence can quickly diminish when they get something wrong.
Therefore, my approach as both a teacher and a parent, is to recognise that little children learn best through playing, and talking about things that interest them. Imaginative and physical play in particular, sparks children's curiosity, their desire to engage, and their own, inner motivation to use and experiment with mathematical concepts. In this way, well-designed play not only fosters an incredibly strong foundation for mathematical skills (such as methods of counting and performing operations), it also supports their sense of confidence, their range of problem-solving skills, their flexibility in mathematical thinking and - most importantly - their identity as a confident and competent mathematical learner. Reviews
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