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Objectives

Teachers will be able to understand

Mathematics everywhere
What is foundational numeracy
Pedagogical processes in strengthening early numeracy
Focus areas and methods in building skills in concept building of numbers, number operations, space and spatial relationships, measurements, time, patterns and data handling
Design step wise activities for competency based learning
Use of variety of learning resources in pedagogical process
Learn Joyfully through art, games, music, puttets & toys

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Mathematics everywhere!

Surprising that the child is exposed to mathematics all the time but fails to perceive it!

Our focus- the child must

Connect to mathematics around
Learn joyfully through art (visual,

performing art) and games

Think mathematically
Apply mathematics in daily life
Do mental calculations

Waking up Eating Shopping Playing Helping in house hold chores……… Mathematics everywhere!

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Nature of Mathematics

Logical, clear and systematic

Universally same. The reasoning proposition applicable everywhere

The conversion of abstract concepts into concrete form

Own language – concepts, symbols, formulae, principles

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Highest Priority of NEP 2020

Foundational numeracy is making sense of numbers and ability to do basic operations like addition and subtraction of the same. One of the main objectives of the NEP, 2020 is to achieve universal foundational numeracy by grade 3 by 2025.

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PEDAGOGICAL PROCESSES FOR PROMOTING FOUNDATIONAL NUMERACY

Give sufficient opportunities inside and outside classroom

Provide concrete objects and manipulatives like toys & puppets and learning aids

Making mathematics meaningful

Link the activities to the daily life of the child

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Pedagogical process involves

Active Participation of the child
Engaging the child in relevant activity
Taking account of observations of the child
Problem posing by the teacher/child
Problem solving by the child/teacher
Visualization and representation( oral, written- using symbols, pictorial form etc)
Making connections and reasoning
Using mathematical communication

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Process of observation
Process of exploration
Process of participation
Process of communication
Process of logical reasoning
Process of evaluation, judgement
Process of critical and abstract thinking

Concrete objects interpreting reasoning

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NUMBERS

Count and recognise the numbers from 1 to 100 and write the number names
Understand the concept of “just before”, “just after” and “in between”
Compute the numbers at proper place (Place and Place Value).
Compare the numbers – more or less
Understand the concept of zero
Do backward and forward counting
Do problems related to ascending and descending order

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Mathematics through Experiential Learning

Every child comes to the school carrying his culture, art, language, food to the school.

We, the teachers need to blend these into our activities

Development of number sense

Manipulatives such as blocks, beads pebbles
games
Touching and feeling concrete objects
Classifying objects
Grouping objects
Relationship of big and small

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Pedagogical processes to develop number skill

Use of concrete objects to sorting, sequence, match, classification

https://diksha.gov.in/play/collection/do_31310347500034457611034?contentType=TextBook

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NINE

9

IIIIIIIIII- 10

IIIIIIIII -9

IIIIIIII-8

IIIIIII-7

9 comes after 8

Use Mathematical vocabulary

Ability in counting

Identify symbols

Understand basic operations

Understanding numberness

Apply mathematical thinking

Skill of number sense and to see relationships using pictures, symbols, words and objects like pebbles, blocks, sticks, leaves, flowers etc

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Giving examples that the child associates with

Ram had 2 chapattis for breakfast
Ravi had 4 chapattis for breakfast
Ravi had eaten more chapattis than Ram
Ravi had twice the number of chapattis

Manu saw 5 parrots on the way to school today. 2 parrots were red in

colour and 3 were blue in colour. ( Grouping)

https://www.youtube.com/watch?v=fHqjNHxmB7c

( number song)

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Step by Step Process: Activity 1: Numbers

Counting 1-9
Competency: Formation of numbers ( knowledge)

Step 1: Divide the class into 4-5 groups

Step 2: Assign each group a task

Explore the garden and note small red rose plants.
Draw as many types of water bottles in the class 4-

- 8

- 3

c. List the things made of wood in the class

d. Sketch the things that you have in the pencil box

- 5

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Number activity contd

Step 3: Students are engaged in the activity. Teacher facilities.

Step 4: Teacher writes the number symbols on the board.

Step 5: Students match the number with the picture/list made in the notebook

Step 6: Students write the numbers and number names in the note book

List of things made of wood in the

class

Tables

Chairs

Doors

Duster

scale

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Number activity contd

Some ideas

Counting numbers aloud(repetition)
Stand in a row from smallest number to biggest number
Point to the number
Draw the picture of objects for the given number
Arrange the jumbled numbers
Ask questions- which number is bigger?

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Number activity contd.

LEARNING OPPORTUNITIES DEVELOPED

Fine Motor Development – manipulating objects.
Hand-eye Coordination and Control
Concentration
Language development – Counting out loud and pronunciation of numbers.
Maths – Recognising numbers and their name.
Maths – Value of numbers, ‘how many’, ‘more than’ and ‘less than’.
Sorting by colour and number.

Materials required: objects in your surrounding

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Pedagogical process for events in day to day life of the child by class discussions and reading story books

Yesterday, I had my birthday party at home.

We are going to the zoo the day after tomorrow.

The Prince searched for Cinderella the next day

. https://www.youtube.com/watch?v=839hqa0do8w (reading books)

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SHAPES AND SPACE

Understands spatial relationship of vocabulary of
Inside- Outside
Bigger-Smaller
Biggest- Smallest
Top – Bottom
Nearer –Farther
Nearest – Farthest
On-Under
Above- Below

in given surrounding/ situations.

Understands spatial relationship of Inside- Outside
Identify, sort and classify the objects on the basis of their shapes.
Observe and differentiate the rolling and sliding objects. https://diksha.gov.in/play/collection/do_31310347500034457611034?contentType=TextBook

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From observations-

Karthik is inside his house

Raji is standing outside

Using indigenous materials -Sorting objects that are big and small

Through games- Identifying objects that roll and slide

Art, games, use of manipulatives strengthen

Foundational numeracy

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Children do mathematics without actually knowing it is mathematics( mathematics is all around them)

Example 1: children arrange themselves in circles, teams with equal numbers, position at the corners of rectangle while playing games

https://diksha.gov.in/play/collection/do_31310347500034457611034?contentType=TextBook .

Know corners and center

Make shapes whiles playing

Divide into equal numbers

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NUMBER OPERATIONS�ADDITION AND SUBTRACTION

Addition and subtraction of single and two digit numbers Solve problems of addition and subtraction in his/her daily life situations. Problem Solving through Story Telling Draw required number of objects to find the sum value

Total Number of Pencils_________

Its Number Name _______________

+

=

Pictorial representation

Using symbols and mathematical language

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Accept the strategies adopted by each child

For example 5 + 2

Ram represents it as 1+1+1+1+1 and 1+1 add all ones and gets the result

Ravi started by using the big number 5 and then added 2 by counting next numbers ie 6 and 7 and got the answer 7

Karthik broke 5 as 3+ 2. Added 2+ 2 =4, then 4+3= 7

https://diksha.gov.in/resources/play/collection/do_31310347500034457611034?contentType=TextBook

https://www.youtube.com/watch?v=FZV_OfPOlUo

https://www.youtube.com/watch?v=0KPT5EaXUcA

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MEASUREMENT

Understand the concept of length and measures objects using his fingers, hand span and foot span

Estimate distance between two places

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Pedagogical processes- Activities of model making, construction -children learn measurement and estimation

Other skills developed

Gross and fine Motor skills
Confidence
Communication
Cooperation and team building

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Conceptualization of mathematical ideas

From day to experiences- making lemon juice( measurement skills- a glass of water, two spoons of sugar, a pinch of salt, and one lemon

Sharing an apple among three siblings. They may come up with different ways to cut it!

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TIME

Understand and gets familiar with morning, noon, afternoon, evening and night terms along with yesterday, today and tomorrow
Activities of the day in sequence and distinguish time of events using previous knowledge, vocabulary and real life experiences
Differentiate shorter and longer duration of different activities.
Understand and know the days of the week and months of a year

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Observations from daily routine

The birds chirping in the morning at 5 AM

Mother starts to cook at 6 AM

Going to school at 8 AM

Father goes to work at 7AM

https://diksha.gov.in/resources/play/collection/do_31310347500034457611034?contentType=TextBook

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PATTERNS

Identify the patterns right from school to home.
Recognize the pattern in pictures, shapes, numbers, alphabets, colors and growing and decreasing patterns.
Understand the basic rule of creating a pattern and can extend the sequence.
Create patterns of their own

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Visualization

Reproducing a pattern and making a pattern on their own

https://diksha.gov.in/resources/play/collection/do_31310347500034457611034?contentType=TextBook

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DATA HANDLING

Collect and record information in his/her own way.
Give their views on their recorded information and discuss with others.
Solve word problems in their real life situations related to data handling.

SNO	FLOWERS	TALLY MARKS	NUMBER OF FLOWERS
1

2

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Facilitating critical thinking in mathematics at foundational stage

Example 1

Giving problems that have multiple answers

How are 6 and 2 similar?

Both are even numbers
Addition of similar numbers 6 = 3+3 ; 2 = 1+1
Both are less than 10

Example 2

Without using number 3 get number 5

1+4, 1+1+1+2, 1+1+1+2
7-2, 9-4 …..so on

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Encouraging children to pose problems themselves

Identify things placed in a pattern in your classroom

Responses from Children

chairs and benches
Window grills
Door carving
“ I can find a pattern in my bag. But his bag doesn’t have a pattern.”

“Do all plants have leaves with same pattern or different?”

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Use of Learning resources in pedagogical processes especially foundational stage

Development of

Mathematical competencies
Mathematical vocabulary
Visualization
Horizontal and vertical connections

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Utilization of learning resources

Clarity
Best motivators
Attention and interest
Use of maximum senses
Introducing variety
Developing scientific approach
Creativity

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Low Cost Teaching Aids

Low cost teaching aids are very useful for the children. The reason it can be handled by each and every student and they will learn maths while playing some of the low cost teaching aids. Here are some low cost teaching learning materials.eg

bottle caps
Dice
disposable glass
disposable plates
beads
straws etc.

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“Mathematics is, in its way, the poetry of logical ideas.” – Albert Einstein

………..And it is the teacher’s duty to make every child see the poetry of logical ideas!