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FACULTY OF BUSINESS & MANAGEMENT

SEMESTER 3

HBMT1203

TEACHING OF PRE-SCHOOL MATHEMATICS

MATRICULATION NO :

IDENTITY CARD NO. :

TELEPHONE NO. :

E-MAIL :

LEARNING CENTRE :



1

Table of Content Page Number

1.0 Introduction 2

2.0 Addition within 10 2

2.1 Activity 1- Let‟s count and add. 3

2.1.1 Learning outcomes 3

2.1.2 Teaching and learning aids 4

2.1.3 Learning procedures 4

2.1.4 Summary 5

Worksheet 1 6

2.2 Activity 2 – Is it the same? 8




2.2.4 Summary 9

Worksheet 2 10

3.0 Money within RM10 11

3.1 Activity 1- Let‟s count and add. 11




3.1.4 Summary 13

Worksheet 1 14

3.2 Activity 2 – Let‟s go Shopping 16




3.2.4 Summary 17



HBMT1203 TEACHING OF PRE-SCHOOL MATHEMATICS

2

Worksheet 2 18

4.0 Three Dimensional (3D) Shapes 20

4.1 Activity 1- What is the Shapes? 204.1.1 Learning outcomes 20



4.1.4 Summary 21

Worksheet 1 22

4.2 Activity 2 – Jumbled Up 23




4.2.4 Summary 24

Worksheet 2 25

5.0 Conclusion 26

Reference 27




3

1.0 Introduction

Mathematic is a subject that helps us to understand our world better. Preschool is a good time for

the children to become attracted in counting, sorting, knowing shapes, finding patters,

measurement and estimation. Therefore, it is best for the children to experience mathematics as

early as they can.

2.0 Addition within 10

Before proceed with the activities, we should be aware that the children should grasp the concept

of addition itself. Therefore, as a teacher, we should be able to recognize the meaningful learning

processes that can be acquired through real life experience. Teacher should be able present the

concept in order for the children to see the relation between the process of addition and their

daily life.

2.1 Activity 1- Let‟s count and add.

In order to know that the children understand the concept of addition, teacher can use solids to

explain the concept. They can practice on it and the children should be able to do the worksheet

provided.

2.1.1 Learning outcomes

The learning objectives of this activity are as below:

By the end of the activity, pupils should be able to:

i. Add two numbers up to 10;

ii. Read and write equations for addition of numbers.

iii. Answer 6 out of 8 questions correctly from the worksheet given.




4

2.1.2 Teaching and learning aids

Teacher can always provide manipulative in this activity. Therefore, teacher can always use

blocks or solid to help the pupils.

The materials needed are the materials that should help the pupils in counting and adding the

patterns. In this activity, we should have:

i. Wooden blocks or any solids. Students also can use their fingers

ii. Marker pens

2.1.3 Learning procedures

i. Pre-activity

In the pre activity, the teacher would ask the pupils understanding of addition by asking them to

do simple addition using their fingers, doing quick mental calculation, and write simple addition

equations.

ii. While-activity

1. Teacher distributes the worksheet (activity 1) to the pupils. The first three questions will

be discussed and done together in the class.

2. Teacher asks two pupils to go in front the class to help to demonstrate the first question.

3. Teacher says: “Ali has 4 fish in his aquarium and Anna has 3 in hers. How much fish

they have altogether?”

4. The two pupils then take 4 and 3 solids respectively. Teacher then says;” Can you count

how many fish altogether now?”

5.

The rest of the class will then count the solids in Ali‟s and Anna‟s hand and give thecorrect answer.

6. The process is repeated until the third question. Teacher will ask another pair to

demonstrate.

7. At the same time, the teacher can ask the pupils to volunteer to write the number sentence

in the white board.




5

iii. Post-activity

For the post activity, the pupils now should be able to do their remaining questions individually.

After all the pupils finish their worksheet, they can check the answer together.

2.1.4 Summary

This worksheet is good to use with the preschool pupils as it is colorful and uses the real things

that familiar to them. It will attract the pupils‟ interest in doing it. Teacher can challenge the

pupils to build their own number sentence or addition story for each of the question given. The

whole lesson conducted in doing activity 1 should not take more than 30 minutes.




6

Activity 1: Let’s Count and Add

1.

2.

3

4




7

5

6

7

8




8

2.2 Activity 2 – Is it the same?

This activity is a continuation of the first activity. In this activity, the pupils are challenge to

explore by themselves that in order to add numbers; they can use different set of number but still

have the same answer.


By the end of the activity, pupils should be able to:

i. Add two numbers up to 10;

ii. Give at least two possible numbers that added producing the same answer; and

iii. Answer 6 out of 8 questions correctly from the worksheet given.


The materials used would be pattern blocks or solids. This is to help the pupils to build their own

number sentences.

2.2.3 Learning procedure

i. Pre-activity

The teacher can start the lesson by recalling what the pupils have learned so far. This is including

doing simple addition with their fingers, quick mental calculation, write simple addition equation

and try to create their own number sentence story.

ii. While-activity

1. Teacher distributes the worksheet (activity 2) to the pupils. As usual, the first three

questions will be discussed and done together in the class to promote their understanding.

2. Teacher asks two pupils to go in front the class to help to demonstrate the first question.

3. The first question need the two pupils to each try to solve the question using pattern

blocks. Teacher asks: “Is Mary and John have the same answer? Let us count together”




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4. The rest of the class will look at Mary‟s and John‟s solid in hand and counts together the

answer.

5. Teacher then says: “If the answer is correct, we should draw a happy smiley in the box

provided” The pupils will draw the correct answer.

6. The process is repeated until the third question. Teacher will ask another pair to

demonstrate.

7. Teacher will ask the class once again whether they understand the lesson or not. If the

pupils are still unclear, teacher should provide more examples.

iii. Post-activity

For the post activity, the pupils now should be able to do their remaining questions individually.

After all the pupils finish their worksheet, they can check the answer together.

2.2.4 Summary

This activity should not take more than 30 minutes. This activity would be more interesting if the

pupils can play a game about it. One game is the „Caterpillar games” (example: at Picture 1). The

aim of this game is to provide as many as possible addition equation producing the same answer.

Teacher can start by writing a number in the first blank circle and tell the pupils to write number

facts on the remaining circles. It will be continuous until there is no possible addition equation

(number facts). Then the teacher will pick another number and repeat the process again until the

caterpillar is full of numbers. Teacher may also ask the pupils to choose a number on their own

and challenge them how many circle they can fill up

Picture 1




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Activity 2: Is it the same?

Solve the problem. If the answers are equal and balance, draw and if not draw

in the box provided.

1.

2.

3.

4.

5.

6

7

8.




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3.0 Money within RM10

Money is introduced to our children as early as they know numbers and know how to count.

Integrating the topic money in their mathematic lessons as early as preschoolers will help them

to understand the concept of money in the form of notes and coins in Malaysian currency.

Teaching money in preschool is based on the principles that preschoolers are smart enough to

learn how to handle money and that they can be taught in a fun way.

3.1 Activity 1 – How Much Money

In order to do this activity, the pupils should already differentiate between the values of various

money denominations. The pupils should be able to count and add the money value in forms of

coins and notes.


By the end of this activity, the pupils should be able to;

i. Add money in the form of coins and notes within RM10 and write the amount of

money based on a certain value of money given; and

ii. Answer 6 out of 8 questions correctly from the worksheet given.


In this activity, we will need:

i. A set of play money (specimen money) e.g. five sen, ten sen, RM1, RM5 and RM10


In this activity, the pupils should already have the background knowledge where the pupilsshould be able to identify the coins and notes of Malaysian money.




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i. Pre-activity

In pre-activity, teacher will ask the pupils if they still remember and recognize the coins and

notes of Malaysian money. Teacher can start by showing to the pupils the specimen coins and

notes to them and then ask them to give the answer in unison.

After that, teacher can ask the pupils randomly just to make sure they still remember what they

have learned before proceed to the activity.

ii. While-activity

1. Teacher distributes the worksheet together with the specimen money to the pupils.

2. Teacher demonstrates how to count money with the help of the specimen money.Teachers are advised to teach the pupils to always start counting from the greatest value

of notes or coins and go down to the smallest value by giving example.

3. E.g. Teacher asks the pupils:” How much is 1 five ringgit, 1 one ringgit, 1 twenty sen and

1 five sen?” Teacher then demonstrate to the class on how to count and add from the

greatest notes value given to the smallest.

4. Teacher asks another 3 or 4 questions to make sure that the pupils really understand and

choose from them to demonstrate and explain how they got their answers.

5. Teacher asks the pupils to do the question 1 and 2 in the worksheet together and check

whether they have the correct answer or not.

iii. Post-activity

1. The pupils continue to answer the remaining questions from the worksheet with the aid from

the specimen money to count and add.

2. Teacher can check on the pupils while they do their work and assist them.

3. After all the pupils finish their work; teacher will check their answer together and correct

them if there is any wrong answer found.




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3.1.4 Summary

This is a good practice for the pupils to strengthen their counting and addition skills.

Furthermore, teaching this activity in class should help the pupils in their daily money related

activities e.g. buying snack from school canteen. This activity should not exceed 1 hour to finish.




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Activity 1: Let’s count and add

1

_________________

2

_________________

3

_________________

4

_________________

5

_________________




15

6

________________

7

________________

8

________________




16

3.2 Activity 2 – Let‟s Go Shopping

This activity is best done after doing some practice. Teacher can set up a mock grocery store in

the classroom where can be set ahead before the class is started. The mock store should have

some item with price label. Pupils are given the chance to play as customers and the shop keeper.


By the end of this activity, the pupils should be able to;

i. Solve simple problems involving money within RM10 in real-life situations.

ii. Answer 6 out of 8 questions correctly from the worksheet given.


In this activity, we will need to setup a mock grocery shop with mock items in stores.

i. Enough play money (specimen money).


This activity can be the continuation of the previous activity where if done accordingly, the

pupils will be able to demonstr ate the transaction buy playing „Shopping‟ activities. It is good for

the pupils to play pretend and do the selling and buying transaction just like the real one.

i. Pre-activity

1. Teacher will assign the pupils to be the customers and shopkeeper by make them take turn in

playing the roles. Teacher gives the pupils enough play money to perform transactions.

2. Teacher explains to the pupils the objective of their game of the day.

ii. While-activity

1. Teacher asks one pupil to be the customer and ask him to take 3 things in the shop, e.g. a

muffin, milk and a loaf of bread. Teacher then asks the pupil to show to the class the price of the




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items that he/she wants to buy, for example 80 sen for muffin, RM 1 and 20 sen for the milk and

RM2 for the bread.

2. The teacher then asks one pupil to be the shopkeeper. He/she will take the payment from the

customer. Teacher asks the customer how much money he/she has and how much to pay to the

shopkeeper.

3. The teacher then asks the shopkeeper to give the correct change to the customer and ask how

much money he/she should give back to customer. E.g. teacher can give RM7 to the customer

and ask the shopkeeper to give the balance.

4. Teacher can ask the others to participate. Teacher should arrange the class so that everyone

has the chance to play as customer and shopkeeper.

iii. Post-activity

The teacher gives the worksheet to the pupils and asks them to do it in pairs where 1 can be the

customer and the other can be the shopkeeper. They can act it out to find the answers.

After everyone has finished the worksheet, the teacher can discuss the answers with the class.

3.2.4 Summary

This kind of worksheet is very good in teaching them on how to add and subtract in form of

Malaysian money. This would make the pupils to understand better about money. The whole

lesson for this activity should not exceed 1 hour.




18

Activity 2: Let’s go Shopping

Money in Hand Things Bought Balance Given

1

RM4 RM1.20

RM1

2

RM9.90

3

RM2.30 RM1




19

4

RM1.50 RM1

RM1.30

5

RM6.80

6

RM1.20

RM1.80




20

4.0 Three Dimensional Shapes for Preschool

Three Dimensional or 3D shapes for preschool need to be taught to the preschoolers as it served

the cognitive development component. 3D shapes expose the children to be able to think as

mathematic-logic by manipulating object concretely. This will develop their sense of curiosity

and love to investigate and therefore, the children can relate 3D shapes with the shapes and solid

in the real world.

4.1 Activity 1 – What is the shape?

In this activity, the children should already expose to and learned about 3D shapes and solid.

Teacher needs to rebuild their background schemata if they still cannot remember and confuse.


By the end of this activity, the pupils should be able to:

i. Match each solid to their respective names.

ii. Answer 5 out of 7 questions correctly.


i. A set of playing blocks.

ii.

Boxes with solid label.iii. Objects that has similar shapes to the playing block.


i. Pre-activity

Teacher should show to the children again what shapes or solid that they already learned

previously in order for the pupils to remember.

Teacher show one 3D shape in front of the pupils and ask them to name it. The pupils should be

able name it before teacher move on to next 3D shapes.




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ii. While-activity

1. Teacher distributes the worksheet to the pupils.

2. Teacher gives explanation on how to do the activity by doing the first question in the

worksheet as an example.

3. Teacher checks the pupils works by discussing the answer after they finish doing it.

iii. Post-activity

1. Teacher asks the pupils to look around the class and gathers every object that similar to

the solids that they have learned previously. While the pupils are finding the objects,

teacher takes out boxes that has labeled with the name of the 3D solids that they have

learned.

2. Teacher asks the pupils to put the objects they found in the box according to the label.

3. Teacher then checks whether the students has put the objects in the correct boxes.

4.1.4 Summary

This is a very quick activity on identifying 3D shapes. This activity should be done in less than

30 minutes. Teacher can substitute the activity in the post activity by asking the pupils to build

objects using the 3D playing blocks. Challenge the pupils to use all the shapes given.




22

Activity 1: What is the shape?

Match the shape with its name.

1. Cuboid

2. Cube

3. Sphere

4. Triangular Pyramid

5. Cylinder

6. Pyramid

7. Cone




23

4.2 Activity 2 – Jumbled Up

Other than trying to recognize the name of the 3D solid, the pupils also need to know the correct

spelling of the 3D solids‟ name. In this activity, spelling is integrated together.


By the end of this activity, pupils should be able to;

a. Correctly label the solids shown

b. Recognize the correct spelling for each of the solids shown.

c. Answer 5 out of 7 questions correctly.


i. 3D solids;

ii. Flash cards with the name of 3D solids; and

iii. Colored A4 papers.

4.2.3 Learning procedures.

i. Pre-activity

Teacher put the 3D solids in a line on the desk and asks the pupils to name it. Teacher would

only move to next step if the pupils can answer. Teacher show the flashcards with the name of

the 3D solids on it to help the pupils remember.

ii. While-activity

1. Teacher distributes the worksheet (activity 2).

2. Teacher explains to the pupils of how they should do the activity. If needed, teacher can

use the first question to demonstrate.

3. Ask the pupils to answer the entire questions in the worksheet given.




24

iii. Post-activity

The teacher discusses and checks the pupils answer together with them. If errors are found, the

teacher will ask the pupils to do correction by drawing the solid 3Ds shapes in the colored paper

given and write the correct spelling three times.

4.2.4 Summary

Integrating spelling in this activity will help the pupils remember the names of the 3D shapes and

adding it to their existing vocabulary. This activity should be conducted in less than 1 hour.




25

Activity 2: Jumbled up!

The shapes names are all jumbled up. Write the correct one in box provided.

1.

neoc

_______________________

2.

seephr

_______________________

3.

bodiuc

_______________________

4.

lincydre

_______________________

5.

ngutriarla yprdmai

_______________________

6.

ubce

_______________________

7.

arypmdi

_______________________




26

5.0 Conclusion

This workbook should be able to help in daily lesson of preschool mathematics. The worksheet

provided should be attractive enough for the pupils to stay interested in doing the activities. The

suggestions given in every activity should be able to give guidance on how should we conduct a

preschool mathematic subject.

(3026 WORDS)




Reference

Dr Siti Fazlili Abdullah, Wong Woy Chun (2012).HBMT1203 Teaching of Pre-school

Mathematics. 2nd

Ed. Open University Malaysia

Kementerian Pendidikan Malaysia.(2003).Huraian Kurikulum Pra Sekolah Kebangsaan: Rina

Sdn. Bhd

http://www.prekinders.com/pre-k-shapes/

http://www.teachingideas.co.uk/maths/contents_shape3d.htm

http://lilcountrykindergarten.blogspot.com/2012/01/help-i-need-ideas-for-3d-shapes.html

http://learningwithmrsparker.blogspot.com/2011/07/math-work-stations-chapter-7.html

http://www.onlineschools.org/library/money/

http://www.kidslearningstation.com/math/addition-worksheets.asp

Cliparts used are taken from the below websites, retrieved on 13th

February 2013

http://www.hscripts.com

http://www.clipartoday.com

http://www.banknotenews.com http://123rf.com

http://kidsmathgamesonline.com

http://www.adaptedmind.com













http://www.hscripts.com/


http://www.clipartoday.com/


http://www.banknotenews.com/


http://123rf.com/

http://123rf.com/

http://kidsmathgamesonline.com/


http://www.adaptedmind.com/




http://123rf.com/










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