1. Preschool children develop mathematical concepts through exploration of their world and by playing with materials that invite math-related inquiry. Identifying shapes and describing spatial relationships are foundational concepts. In this video, the teacher encourages her children to explore many facets of math through fun and creative activities within the context of an integrated curriculum. She provides a variety of math concept activities at each learning station while keeping each activity playful and enjoyable for her preschoolers.

In this video, the teacher uses a shape person activity to teach spatial relationships such as “on top,” “beside,” and “under.” Describe an art activity that you have observed that could be used to teach these same concepts.

 

2. In this video the teacher is describing how she integrates a concept into the day. A colleague reaches out to you about an upcoming lesson on shapes. The teacher is planning to have students respond to flash cards to learn their shapes. What would you suggest to this colleague that depicts a more developmentally appropriate way of learning about shapes?

 

 

 

the video 

 

[ Music ]

>> Some math concepts preschoolers should be learning are shapes, patterning, measuring, also number sentences, and graphs. In preschool their brains are developing and when we give them these fun math concepts, they are taking it in and taking it in; it’s developmentally appropriate for the children and they’re having fun. There are a variety of ways that you could integrate math and art into the curriculum throughout the whole entire classroom. We have our special book of the day.

>> In shapes.

>> It has shapes, and what shape is this guy here?

>> A triangle.

>> A triangle and how many sides does a triangle have?

>> [Group] One, two, three.

>> Three sides, and what letter does the word triangle begin with?

>> [Group] T.

>> T.

>> Triangle.

>> Triangle, this is the word triangle. So the title of our book is called “The Greedy Triangle.” My overall goal was to teach the children math through art; different math concepts like shapes, patterning, how we can use shapes. We use different shapes like circles and squares and triangles and rectangles and talked about the different lines that made up the shapes and how many sides they had to give the kids different aspects of math. At the teaching table we had the shape person, so we had different size shapes. Triangles, rectangles, ovals, circles, squares, and they each got to choose what they wanted for their head, their body, their arms and their legs. Some of the language we use around spatial relationships is we talked about on top of and like besides, underneath, in the middle, under, and we were making a shape person, so we talked about on top, the head goes on top. And what is on the top of the person?

[ Inaudible answers ]

Their head, right? And as I pointed to my head on top, they were having a visual to go along with the vocabulary word that I was telling them, and also besides when we’re talking about our arms on the bottom underneath and when we’re talking about our legs, so when you give a visual to go along with the vocabulary word that you’re teaching them it helps them learn the vocabulary word much better. So at the science table they had geo shapes that connect together to make 3D shapes, so for example, if they had all squares they made a cube like a box, and they also had triangles and they had pentagons that they use and they snap them together, and you could build anything 3D up or to the side.

>> You like this one: b, a, b, a.

>> Awesome. At the art table we did patterning with different shapes, so we had all kinds of different patterning shapes available. Different sizes also, and we had a pattern shape book; they use the sentence strips to create a/b patterns. Even when you’re talking about patterns in the art area we’re still talking about math, but to them we’re creating something so you know its creative art. And at the first writing table we had white dry erase boards with shape cards, so it had the shape, the name of the shape, and the color so there they were using the dry erase markers to draw the shape, write the name of the shape, and what color of the shape it was. At the felt easel, they could make patterns with the different size shapes. And the large rectangle, and a small rectangle, and a large rectangle, great Alexei [assumed spelling]; do you want to do anymore? Do a square and a circle, and a square and a circle, awesome. This activity helped reinforce patterning, shape recognition, and placement of the shapes. In the block area, we had the activity to build a castle, and it was designed to develop spatial relations. They were using the different size blocks to create a castle, and they could use any blocks that they wanted to create their own castle from their imaginations. And what about this shape?

>> [Group] A diamond.

>> A diamond, and how many sides does a diamond have?

>> [Group] One, two, three, four.

>> Four. One, two, three, and four, and what is the–the children will learn if they’re having fun. You could do something simple as having them cut out different shapes. Maybe they can draw the shape first then they can cut it out, or they can even paint the shapes. They could paint the cells or pattern using different shapes. Just simple things like that and its fun for them, and they enjoy it, and at the same time they’re learning lots of math concepts and to them, it’s just fun, it’s just playing. You can put it on the top.

 

 

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1. Preschool children develop mathematical concepts through exploration of their world and by playing with materials that invite math-related inquiry. Identifying shapes and describing spatial relationships are foundational concepts. In this video, the teacher encourages her children to explore many facets of math through fun and creative activities within the context of an integrated curriculum. She provides a variety of math concept activities at each learning station while keeping each activity playful and enjoyable for her preschoolers.

In this video, the teacher uses a shape person activity to teach spatial relationships such as “on top,” “beside,” and “under.” Describe an art activity that you have observed that could be used to teach these same concepts.

 

2. In this video the teacher is describing how she integrates a concept into the day. A colleague reaches out to you about an upcoming lesson on shapes. The teacher is planning to have students respond to flash cards to learn their shapes. What would you suggest to this colleague that depicts a more developmentally appropriate way of learning about shapes?

 

 

 

the video 

 

[ Music ]

>> Some math concepts preschoolers should be learning are shapes, patterning, measuring, also number sentences, and graphs. In preschool their brains are developing and when we give them these fun math concepts, they are taking it in and taking it in; it’s developmentally appropriate for the children and they’re having fun. There are a variety of ways that you could integrate math and art into the curriculum throughout the whole entire classroom. We have our special book of the day.

>> In shapes.

>> It has shapes, and what shape is this guy here?

>> A triangle.

>> A triangle and how many sides does a triangle have?

>> [Group] One, two, three.

>> Three sides, and what letter does the word triangle begin with?

>> [Group] T.

>> T.

>> Triangle.

>> Triangle, this is the word triangle. So the title of our book is called “The Greedy Triangle.” My overall goal was to teach the children math through art; different math concepts like shapes, patterning, how we can use shapes. We use different shapes like circles and squares and triangles and rectangles and talked about the different lines that made up the shapes and how many sides they had to give the kids different aspects of math. At the teaching table we had the shape person, so we had different size shapes. Triangles, rectangles, ovals, circles, squares, and they each got to choose what they wanted for their head, their body, their arms and their legs. Some of the language we use around spatial relationships is we talked about on top of and like besides, underneath, in the middle, under, and we were making a shape person, so we talked about on top, the head goes on top. And what is on the top of the person?

[ Inaudible answers ]

Their head, right? And as I pointed to my head on top, they were having a visual to go along with the vocabulary word that I was telling them, and also besides when we’re talking about our arms on the bottom underneath and when we’re talking about our legs, so when you give a visual to go along with the vocabulary word that you’re teaching them it helps them learn the vocabulary word much better. So at the science table they had geo shapes that connect together to make 3D shapes, so for example, if they had all squares they made a cube like a box, and they also had triangles and they had pentagons that they use and they snap them together, and you could build anything 3D up or to the side.

>> You like this one: b, a, b, a.

>> Awesome. At the art table we did patterning with different shapes, so we had all kinds of different patterning shapes available. Different sizes also, and we had a pattern shape book; they use the sentence strips to create a/b patterns. Even when you’re talking about patterns in the art area we’re still talking about math, but to them we’re creating something so you know its creative art. And at the first writing table we had white dry erase boards with shape cards, so it had the shape, the name of the shape, and the color so there they were using the dry erase markers to draw the shape, write the name of the shape, and what color of the shape it was. At the felt easel, they could make patterns with the different size shapes. And the large rectangle, and a small rectangle, and a large rectangle, great Alexei [assumed spelling]; do you want to do anymore? Do a square and a circle, and a square and a circle, awesome. This activity helped reinforce patterning, shape recognition, and placement of the shapes. In the block area, we had the activity to build a castle, and it was designed to develop spatial relations. They were using the different size blocks to create a castle, and they could use any blocks that they wanted to create their own castle from their imaginations. And what about this shape?

>> [Group] A diamond.

>> A diamond, and how many sides does a diamond have?

>> [Group] One, two, three, four.

>> Four. One, two, three, and four, and what is the–the children will learn if they’re having fun. You could do something simple as having them cut out different shapes. Maybe they can draw the shape first then they can cut it out, or they can even paint the shapes. They could paint the cells or pattern using different shapes. Just simple things like that and its fun for them, and they enjoy it, and at the same time they’re learning lots of math concepts and to them, it’s just fun, it’s just playing. You can put it on the top.

 

 

ORDER A SIMILAR PAPER NOW