Fun with Numbers

Fun with Numbers

Teacher's objectives and Students Evaluation

Lesson:   At the end of the activities, the child should be able to:

1. tell the number of objects in a set (from 11 to 20)

2. write 11 to 20 in numerals and number words

Numerals 11 to 20

Guide:  Whenever a situation arises wherein a child does something praiseworthy, announce to the class, "Let's give (name of child) (a number from eleven to twenty) claps!: have them count as they clap.

                                                   These are the Numerals 11 to 20.  Let's study them!

11 - eleven                         16 - sixteen

12 - twelve                         17 - seventeen

13 - thirteen                      18 - eighteen

14 - fourteen                     19 - nineteen

15 - fifteen                         20 - twenty

Activity:

  Encircle enough pictures to match each number word.

  

Eleven

                                                                                                                   Maigue, Geonalyn R.

                                                                                                                            BEEd III

Solving Life's Problems Through Math

Solving life's problems through math

Teacher's Objectives and Students Evaluation

Lesson At the end of the activities the child should be able to:

1. understand the concept of addition and identify the parts of an addition sentence

2. understand and answer addition stories and sentences

Addition

Guide:  Try the following variations of The Boat is Sinking: a) Instead of shouting numbers, you shout addition sentences (for example, you may shout "Two plus tree?"and the children must group themselves into five; b) You write addition sentences on the board; c) You draw addition stories on the board; and; d) You use a mix of a previous methods randomly.

Addition is putting together two or more numbers. We use the plus sign (+) in addition. Let's study this addition story!

We say:  Three plus two equals five.
We write: 3   +   2    =    5     or         3
                                                      +    2
                                                            5








                                                                                                                           Daza, Lyn P.
                                                                                                                             BEEd III

Math is all around us

Math is all around us

Teacher's Objectives and Student Evaluation

Lesson: At the end of the activities the child should be able to:

1. identify the shapes of objects

2. draw the basic shapes

3. tell whether or not a shape is a polygon

4. name the various polygon

Basic Shape

Guide: Show the children actual objects that represent the different shapes. Have them trace the outline of each object with their fingers. Then have them look for things inside the classroom that have the same shape as that object.

These are the basic shapes, Let's study them!

   Circle - a shape with no straight sides.

 Oblong - a shape which may have no straight sides and is long in one direction.

   Triangle - a shape with three (3) sides.

   Square - a shape with four (4) equal sides.

  Rectangle - a shape with two long sides and two short sides.

Quiz No. 1

Direction:  Color the shapes as indicates.

rectangle ---  red                                                    square --- orange

                                      oblong --- yellow

triangle --- green                                                   circle --- blue

                                 

                                          

   

        

                                                                                                  Aloc, Lesell S.

                                                 BEEd III

Mathematics: Whole Numbers

Mathematics : Whole Numbers

The set of whole numbers include the natural numbers and 0. 

Natural number, also called counting numbers, are 1, 2, 3, 4...There are other types of numbers.These are integers, rational numbers, irrational numbers, real numbers, and complex numbers.We will not cover these here, we will only focus on whole numbers in this unit, but be aware that they exist.Everybody counts, add or subtract on a daily basis from the time we started counting toys on the floor when we were 2 or 3 years old to when we count the cost of our groceries.A child counting cubes for instance may want to know how many cubes the following set has:

When we count, we use a number to represent a quantity. A number is an idea that we use to represent that quantityWe write the numbers down using symbols and these are called numerals.The numeral that we use to represent the set above is   4.When using numbers to count how many elements a set has, it is referred to as cardinal numbersFor instance, 4 or four is a cardinal number.Besides counting how many elements a set has, we use numbers to order objects :Our team is second in group A.I am fifty-sixth in line.The first president of the United States is George Washington.Numbers used in this way are called ordinal numbers.For example, first, second, and fifty-sixth are ordinal numbers.For cardinal numbers, we can use the symbol n(A) to represent the number of elements in a finite set AFor example, the set made of cubes has 4 elements. We can write n(cubes) = 4If A = {1, 2, 3, 4, 5, 6}, n(A) = 6Physical representations of numbersCubes can be used to represent numbers

1 cube: physical representation of 1

1 long : physical representation of 10 Made of 10 cubes.

1 flat : physical representation of 100 Made of 100 cubes.

1 block: physical representation of 1000 Made of 1000 cubes.

Let's say you have 4 blocks, 8 flats, 5 longs, and 8 cubes. What number is this?1 block represents 1000, so 4 blocks represent 40001 flat represents 100, so 8 flats represent 8001 long represents 10, so 5 longs represent 501 cube represents 1, so 8 cubes represent 84000 + 800 + 50 + 8 = 4858Knowing about operations with numbers can be an invaluable tool as we go about our daily routine.My goal is to help you discover the similarities among addition, subtraction, multiplication, and division. Before knowing how to add, subtract, multiply and so forth, it is important to understand place value.

Khorina G. Nava

Prof. Ed 7b Student

ALL ABOUT FACTS

THE HISTORY OF MATHEMATICS

             It is believed that Ancient Egyptians used complex mathematics such as algebra, arithmetic and geometry as far back as 3000 BC, such as equations to approximate the area of circles.Babylonians measured the circumference of a circle as approximately 3 times the diameter, which is fairly close to today’s measurement which uses the value of Pi (around 3.14).Chinese mathematics developed around the 11th century BC and included important concepts related to negative numbers, decimals, algebra and geometry.Greek mathematics developed from around the 7th century BC, producing many important theories thanks to great mathematicians such as Pythagoras, Euclid and Archimedes.The Hindu-Arabic numeral system began developing as early as the 1st century with a full system being established around the 9th century, forming the basis of the numerical digits 0, 1, 2, 3, 4, 5, 6, 7, 8 and 9 that we use today.

                The symbols used for addition (+) and subtraction (-) have been around for thousands of years but it wasn't until the 16th century that most mathematical symbols were invented. Before this time math equations were written in words, making it very time consuming.The equals sign (=) was invented in 1557 by a Welsh mathematician named Robert Recorde.Mathematical developments increased rapidly around the time of the Italian Renaissance in the 16th century and continued through the scientific revolution of the 17th and 18th centuries, becoming increasingly abstract in the 19th and 20th centuries.

            The basic arithmetic operations used in mathematics are addition, subtraction, multiplication and division.Modern mathematics has advanced greatly thanks to the incredible computing power of today’s computers.These days mathematics is important in many different types of jobs, including those related to engineering, business, science, medicine and more.

Written by: 

Anabelle Abesamis

All About Mathematics

A kind of subject that a big portion of a students hate this in the class. Numbers, Counting, Solving equations, all of those are imparted of this specific subject and everyone hate it, literally. But have you ever notice that mathematics helps us in our daily lives? We cannot live without MATH and that a certain fact. We hate the process of learning it but we still using it in our daily routines, for example did you ever imagine or have you done it before waking up in the morning without looking at the clock knowing what time is it? some of us will say YES but 85% of people will say NO because people will never be aware to Time, Days, Months or Years without Numbers in their lives. 

There are instances that when I was still in elementary during our snack time our teacher always pick some of my classmates to play some show card games, each two teams has a five members and the leader of the team while standing in front is the one whose holding the flashcards, a cards that has equations to be solve by his teammates, the other members are standing at the back and will solve the problem, the one who got the correct answer will jump and jump until they got the finish line. That is our class's favorite game but the truth is not for me because I never joined in that particular game not because its boring but because I am afraid of numbers. In that early age I already know that I HATE MATH. I graduated in elementary knowing that fact and my teacher doesn't ever notice it.

Why do i have to say this? its because for us as a FUTURE MODERN TEACHER, to open our mind that if we are already a teacher it should be a kind of teacher that will see the transparency of her students not just only in their excellency but also in their deficiency. "Fear in a certain subject will change the mind of the student to learn" We not hate math, we hate numbers, we are afraid to numbers that is the main problem because that is a kind of learning that are imparted of traditional way of teaching "the feeling being afraid in numbers" "Na kapag Math na, Ay hala zero nanaman ako nito" that's our first thought because we are not being taught to appreciate, to love and to enjoy mathematics we are taught to get panic when we hear the word mathematics. As a future modern teacher it is our duty now to change it as of the changes in  the curriculum it should also change our way of teaching, imparting and contributing knowledge of learning to our students because we are not the traditional teacher who just brought knowledge to everyone but we are the future modern teacher that will teach them to love and enjoy the learning process in mathematics with the help of technologies and innovative strategies in a way of teaching.

Written by:

Shailina Mae Estremera