MATHEMATIC ACTIVITIES

NUMBER CONCEPT

As children come to school they already have pre-number

experience from home

This lays a foundation for later skills to be built on

A child should be exposed to various pre-number activities

before introducing the concept number

Number values recognition ,writing and counting is then

introduced after enough activities and exposure

Number value

=2
=4
=3
It involves the above masearing items with the number
corresponding to their value involve the material picking the item
and putting them against the number that represent the value

Number recognition

This concept is a bit difficult to the learner enough practice should

be done in number value .A child should be able to recognize a
number before writing it down

Material like number cut outs, number cards number written on tins
and on the chalkboard assist them a lot in number recognition.

Number writing

It is done after the teacher is certain that learners have

mastered the direction of movement
It should be gradual and thoroughly planned varied activities
should be carried out

Modelling tracing ,joining dots etc

It is very important for the teacher to allow learners to write on

the ground

They enjoy thus learning takes place

Counting

We have rote counting

Meaningful counting

Importance of mathematics in life

Helps in the development of logical thinking is very crucial in life

activities provided to children should enhance logical thinking
sorting and grouping ,matching and pairing ,sequencing etc
problems subjected to children should be age appropriate as
solving them raise their self esteem and love school.

Development of ability to apply knowledge acquired future

learning and operation in mathematics is build upon skills learnt
early in life through mathematics children learn and have a
sense of the world outside school laying a firm foundation for later
success.

Development of techniques of investigation and problem solving

strategies

We use mathematics in our every day life as it is very important

problem solving situation come from every day happening

While shopping
Learners should be taught appropriate strategies that are relevant
to solve their problems

The above should be used throught out the lesson

Development of the ability to analyse situation and make

rational decision

Every day happening should be translated to

mathematics ,analysed and rational decision made

Distribution of materials should be done by the leaners to give

them a chance of making some decision equipment of
materials to the numbers of children

This gives them an opportunity to make judgement

Mathematics will also ensure

i. Development of the fine muscles

ii. Language development
iii. Cooperation among learners
iv. Will enhance creativity and memory

THEORIES OF LEARNING

PIAGETS THEORY

Piaget offer a view of cognitive development that is based on

allowing children to build concepts actively rather than providing
those concept through direct teaching

He suggest that children minds are different from those of adults

thus the same applies to their thinking

According to Piaget children are active participate in the

construction of their knowledge .
By physically manipulating and exploring object the child
construct knowledge about their object and their relationship

This means that knowledge is not something that is poured in

to a child by some external source eg teacher but something
that the children ha to construct for him/herself

Children should be actively involved in the teaching /learning

process.

STAGES OF COGNITIVE DEVELOPMENT

According to jean piaget ,children develop in stages as follows

Sensory motor stage

Birth -2 years

During this stage children learn through senses and movement

they make use their motor ability crawl walk grasp and stand.

Children are explorers they like exploring and discovering new

things

At the beginning of this stage object out of sight are out of this
stage object out of sight are out of mind at the end of this stage
children develop the concept of object permanency They realize
that object exist cover when they are out of sight

Piaget also cites that children are ego centred and everything
rotates around the child I me myself

At the end of sensory motor stage child develop the ability to

recognise object

They learn to identify object using information they have

acquired earlier about features eg size colour shape

Pre-operational stage
2-7 years

Language development is rapid at this stage children begin to

use concept like big and small (size) light and heavy
(weight )square and round (shape early and late (time ) and
long and short (length )

Children also use symbolic behaviour in their representational play

in which they may use soil to represent food .

Conservation is impossible at this stage children are able to

classify sort and group items .

Concrete operational stage

7-11 years

At this stage conservation is possible the child is able to see

that a quantity remains the same in spite of irrelevant.

Transformation

The quantity of water remains the same even when poured in a

bowl

The child thinking ability is considerably more logical however

they still rely very much on concrete object and experience for
understanding

The child still can not think in an abstract manner thus a lot of
materials for manipulation should be provided to enhance
learning

At this stage ego –centrism is considerably reduced

Formal operational stage

11-adulthood
Children are independent They can use scientific method on
their own

Children learn to solve problem in a logical and systematic

manner

Children think in terms of abstract ideas and solve problems

without trial and error they apply deductive reasoning
(generalization to determine a specific outcome )

At this stage children are capable of hypothesizing they can

imagine solutions before trying them out .

JEROMES BRUNERS THEORY

Jerome believed that there are three levels of knowing related to

instruction

i. Enactive knowledge
ii. Iconic knowledge
iii. Symbolic knowledge

Enactive knowledge

One of Brunner’s primary contribution of our understanding of

cognitive development concerns the changes that occur in
children made of representing the world as they grow order

In enactive children represent the world by their motor

activities manipulation of concrete object is core in this stage
emphasizes is on visual perception in solving problems

Iconic knowledge

Prevails during the pre school ad kinder gater years children use
mental images or pictures that are closely linked to perception

In the middle school years the emphasis becomes different

SYMBOLIC KNOWLEDGE

This involves the ability to use abstract symbol to represent

object relation children use arbitrary of things

IMPLICATIONS OF THE TWO THEORIES IN TEACHING

MATHEMATICS IN ECDE

Children learn by doing

Children learn through action they need to manipulate object they

must be allowed to handle as many object and events as
possible so that they can develop their knowledge when
children learn by doing they are in a better position to remember
what they have acquired and to learn more learning becomes
interesting when learners are actively involved in a various
activities

Children are active participants in the process of acquiring

knowledge

Children are not passive receptors of knowledge thus they

should be actively involved in activities through which they learn
children should not sit to be told everything.

They are capable of developing knowledge as they perform

activities

Children thinking ability depend on their level of development

A child ability to handle a concept or task depends on their level

of development they can never handle a concept or task depends
on their level of development they can never handle a concept
if they are not mentally ready for it

This implies that the teacher should consider their mental

readiness when planning experience for young children .
The experience for young children the experience should be
developmentally appropriate .Children are not necessary at the
same stage of them has had makes every child an individual
and different from others This means that there are individual
differences within the classroom.

The teachers has to cater for needs of each child and to provide
for it

This implies that the teachers may need to provide different

experience activities for different children’s in the same
classroom at a given time

Children are egocentric

They are self centred .The teacher should give activities that
encourage children to hear other children point of view or
opinion.

They thus need to share their experience with others and to

consider others view points experience that encourage team
work and sharing object are quite useful.

Mathematic concept skills and activities

Classification

Sorting and grouping

These are activities of separating object and putting them in

their groups according to their characteristics

Sorting and grouping is a natural activity from which children

enjoy and learn many concept in mathematics

In orders to make sorting and grouping interesting different

object must be used these object should be relevant to the activity
so that they do not confuse the children
Materials that can be used for sorting and grouping include
stone stick flower bottle tops seeds fruits pencil leaves crayons
books utensils etc

Sorting and grouping by size

The teacher should provide the learner with materials of the

same shape and colour but of different sizes the teacher will ask
children to sort and group the materials according to sizes for
older children the teachers may provide materials of different
colour and shape and learners should sort them according to
different sizes

Sorting can be done through games eg the teacher may ask

children to come forward sort and group materials by sizes and
see who finishes first .

Sorting and grouping by shape

For younger children the teacher may provide materials of the

same colour and size but different shape

Ask children to sort and group materials given according to their

shape the teachers should carry out a demonstrator

For older children the teacher the teacher will introduce names
of the shapes as children sort and group they will be required to
name the shapes

The activity may be more challenging by providing materials of

different colours size and shapes

Sorting and grouping by colours

These is where children are provided with materials of different

colours but the same size shape

For older children materials can be of different colour and

shapes size.
Activities

 Matching boys and girls according to their gender

 Match bottles according to their size colour and shape
 Match and pair object according to height
 Matching of pictures and words
 Match real object with flash card and pair them

Match pairs of shoes ,slippers etc

Match books of different subject together ie shoes ,socks ,cups

and sauce

Ordering and sequencing

Ordering means arranging object or sets of objects so as to

have an origin direction and reflect some rules when different
lengths from the shortest to the longest the origin is the shortest
pencils direction is the order of increasing length and the role
is that each pencil must be longer than the pencil it follows

Things can also be arranged from lightest to heaviest smallest

to biggest shortest to tallest

Activities in ordering

 Children can stand in line according to their heights

 Children can arrange pieces of blocks from the smallest to
the highest
 Children can model object like balls and arrange them
according to their size
 Children can sing songs related to ordering

Sequencing
This is putting things inform of a pattern

Children can arrange beads in a pattern eg a red beads ,blue

beads ,green beads

RR B G R B G
NUMBERS AND NUMERATION

Counting

Many children come to school with some form of counting learnt

through experiences at home . The process of counting as seen
through the child aye is different from the way it is seen by an
adult

To a child there is no reason why three has to come after two

Children initially do not attach any importance to a particular

order a child may count 1,3,5,5,10 without following any order

The child needs to go through two stages in their development of

counting abilities

Rote counting

Number meaningful counting

Rote counting

It is counting of numbers without understanding or following a

sequence 11,3,5,8,10 through repetition and practice the children
learns the arbitrary order that makes up the sequence of
number words

The child needs to commit this sequence to memory before

he/she can be able to count object in a meaniful way

Activities for rote counting

Children should be given activities in which they have
opportunities to count in union (count together )

This helps to reinforce the pattern of counting order.

Sing songs in which they say numbers in a sequence e.g

Number one ,number one where are you?> here I am here am x2

and how do you do “

Say number in sequence as they count through action as they jump

,clap bounce a ball throw a ball ,catch a ball as they nod etc

Children can learn and recite counting poems

Can also be involved in games in which they count numbers in

sequence (16) hide and seek game one child can close his /her
eyes and count say up to 5,7 or 10 depending on the child’s
ability as he /she counts the other children hide themselves on
counting to the agreed number the child opens the eyes and
start looking for the ones who have gone to hide

Number counting meaningful counting

Meaningful counting requires that the child be able to put the

number words and object being in to one to one correspondence

This means that if the child is counting three bottle tops he says
one as he points or touches one bottle top, two as he point or
touches to a second one and three with respect to the third
bottle tops . two as he point or touches to a second one and
three with respect to the third bottle top .

Activities in number counting

 Singing songs as they count

 Recite poem related to number counting
 Count their body parts
 Jump as they count
  Clap as they count
 Sip as they count
 Stamp their feet as they count
 Nod as they count
 A weight can be tied to a length of a string hanging from
a support the teacher swing the weight the children do the
counting
Counting errors
Children commonly make three kinds of counting errors
Errors that occur when children count object more than once
because they do not notice which one they had already
counted or when they neglect to cunt some because they skip
over them are called partitioning errors
Sometimes children starts saying number words before they
touch or point the object being counted they say them faster
than they touch or point or keep on saying them after all the
object have been them counter these are called coordination
errors
A third kind of counselling error is made when children use
unconventional tags
They can say one ,Two, Three four ,a b c or they use the
conventional tags in a non standardorder e.g they can say1 2 3 6 9
8 10
NUMBER RECOGNITION
Refers to be able to recognize number symbols in order to help
children recognize number easily the teacher must make sure
that she writes all her numbers clearly and properly .
Children need to experience many activities in order ton be able
to recognize a number children need to recognize number before
they can write them
Number recognition is a difficult concept children to a few
numbers before he/she proceeded to the next one .
NUMBER RECOGNITION ACTIVITIES
ACTIVITIES
Tracing of numbers

12345
Playing games e.g fishing game
Modelling various numbers
2
Writing1 in the air
Jumping and
3 saying the numbers
Completing number puzzle
Sorting and matching number and numerals
Order number card cut out in a sequence or collect number of
object against the number
Songs with actions
Number writing activities
 Writing in the air
 Model numbers
 Trace numeral
 Colouring the numbers
 Write numbers using sticks ,chalk charcoal
 Writing on the floor using their figure
 Cut out and stick numeral on a thick paper
 They can cut written or traced numbers then stick them to
make a number books

NUMBER VALUE

Quantity or amount of object represented by a number (16)

4-

Activities

Match numbers with object

Children can also draw model or paint object from charts or

picture books and group them in ones twos etc
Number value and number recognition activities can go hand in
hand

MEASUREMENT

The purpose of measurement is to describe something in terms

of smaller parts of itself

To do this smaller piece or portions must be used to talk about

the large place

The smaller piece used to describe the larger ones are called
lessons

While measuring things adult used standard lessons centimetres

(cm)metres (m) for length lessons are not meaniful for young
children instead of standard lessons measurement activities
should be done using concrete lessons

Children can measure volume l of liquid using spoons bottle

tops ,smaller containers etc this are called non standard lesson

Length ,width and height

Activities

 Stick to measure the length width and height of the class

 Measure their height using strings
 Children can stand I a line according to their height
 Children can measure their desks
 Children can arrange sticks according to their height
 Children can sort match and group items according to
their height
 The teacher can walk along the wall of the classroom while
counting he footsteps he can ask children to do the same .
 The teacher needs to remind the children that some steps
are longer than others hence no confusion and think
the length of the wall is changing while their result differ
WEIGHT /MASS
ACTIVITIES
Lifting each other
Lifting different objects
Sinking and floating
Beam balance see saw
Songs and poems related to weight
Provide children with three tins containing water soil and grass
each time one child can be blind folded and asked to lift
these container then the child can say which container is
heavier the child can also be asked to guess what is in each
container
VOLUME AND CAPACITY
ACTIVITIES
Filling and empting games at the sand or water corner they
can use small and large containers eg they can count how many
spoons of water can fill a smalls cup how many cups can fill a jug
or bottle
Complete filling and emptying
Children to volume and capacity
SPACE
The concept of space can be introduced by teaching the
vocabulary of top bottom inside outside ,far near between
ACTIVITIES
Measure the distance between the object
Children can make a circle where one child can be inside and
the others can be outside
Children can sing songs related to space
Arrange some object on top of the table or under the table
Ask questions concerning object near them and those which are
far away
Ask them to name a number that is between two different other
numbers or a letter between two other different letters
MONEY
ACTIVITIES
Tongue twisters
God made man,man made money money made man mad
Sing songs and recite poem relate to money tracing coins
Practice buying and selling
Visit a shopkeeper and allow them to ask questions
Speed
The teacher has to innovate activities that will enable children
learn words like fast very fast slow very slow
They can complete jumping walking or running
Compare a young boy and old man walking through role play
and ay who is fast
Observe vehicle moving
Compare their teachers speed and their own
Make water channel at different slopes and see the
movement of water
Compare travel time of different means of transport bicycle ,
lorries, cars
Time
It is a difficult concept for children aged 3-6 years to acquire
the teacher can therefore develop simple activities to enable
children learn the concept of time
ACTIVITIES
Discuss home and school routine
Let children keep regular routine from the time they come to
the ECDE centre up to the time they leave for their homes
children can tell new s about what happened yesterday last right
etc
Children can sing songs recite poems and tell stories relate to
time
TEMPERATURE
Feel their body temperature
 Feel their heartbeats
Feel the temperature of cold and hot water
GEOMETRY
LINES AND SHAPES
ACTIVITIES
Children can be asked to draw different types of lines

Children can be asked to stand and make a line

They can arrange object in a line
Modelling a line
Children can sing songs related to lines
Recite poems related to lines
SHAPES
ACTIVITIES
 Drawing different shapes
 Modelling different shapes
 Sing songs related to shapes
 Reciting poems on shape
 Colour various shapes
 Cut out shapes
 Tracing
 Posting and sticking shapes
 Sorting and grouping object depending on their shapes
 Children at the beginning should not be taught names

Computation sills
Consist of addition ,subtraction ,multiplication and division
Addition
This is putting together concrete object familiar to the children
should be used to teach addition
2+ 1 =3

3+ 2 =5

Subtraction
This is to tae away removing object one by one
I have nine balls you remove three you are left with six balls

Multiplication
This is repeated addition
3x3=

3+ 3+ 3= 9

Division
This is sharing equally

6÷2 =3

1 1
1 1
1 1

Mathematics vocabularies
Smaller than bigger than same as greater than heavier than
teller than longer than equal to
The above are used when you are comparing different objects
Principals of teaching mathematics
Progressing from concrete to abstract
The teaching of mathematic should be done from simple to
complex known to unknown
The teacher should make sure that the learners know the basic
concept before progressing systematically to the complex
When the learners are introduced to complex before the simple
tasks they become confused and discouraged
This leads to learners acquiring negative altitude in whatever is
being learnt and toward the learner
Little or no learning will take place leading to poor academic
performance the teacher should build an already acquired
knowledge

2. Provide opportunity for practice and review

 The teacher should give his/her learners a lot of exercises for them to be able
to master learnt concepts and skills.
 Ask children questions in order for them to practice and review work covered.
 The teacher should always revisit work covered previously.

3. Teach generalization to new situations

 Learners should be taught how to apply knowledge acquired to real life
situations.
 Concept and skills learnt in mathematics should be used to solve problems.

4. Teach Mathematics Vocabulary

Mathematics vocabularies are pillars/foundation of understanding mathematics e.g.
greater than, same as, equal to, less than e.t.c.

5. Build a solid foundation of mathematics

 Leaner’s should be actively involved in the learning process / provide them with a
lot of materials.
 Encourage and motivate them.
 Have a positive attitude so that you can impact the same to the learners.
 Tell them the importance of mathematics.

6. Teach concepts and skills

 This includes sorting and grouping, matching and pairing, ordering and
sequencing

7. Provide a balanced mathematics programme

 Teaching and learning mathematics should make sure all areas are given equal
weight.
 Avoid over emphasizing some areas at the expense of others.

8. Remediate / Correct Mathematical Errors

 Teacher should ensure that corrections are done by the learners.
 The teacher should assist learners while making corrections to avoid repeating the
same mistakes in future.
Methods and activities for teaching and enhancing acquisition of skills and
concepts in mathematics in ECDE
a.) Emptying and filling;- The skill is to fill then empty while the concept is to
enable children to establish when a container is full, half or empty.
When filling children will compare, measure, estimate, reason, count e.t.c.
Substances like water and soil can be used and the games should be at the sand
pit or water area.
Let the teacher demonstrate then give the learners a chance fill and empty.

b.) Sorting and grouping

We have so many items in the environment to be sorted and grouped.
Certain characteristics should be identified i.e. Size, colour, shape e.t.c.
Skills learnt include use of mathematical vocabulary, reasoning and logical
thinking (i.e. Discriminating and estimation of sizes and shapes).

c.) Modeling
 This involves representing real things in form of models (i.e. a van).
 Children enjoy modeling thus they can really learn a lot.
 Soft materials like plasticine, dough clay, paper Mache can be used.
 Allow children to make objects of their own choice. This will enhance
experimentation and manipulation of objects.
 Guide the children in squeezing, rolling and pressing.
 Models letters and numerals
N/B: Give children enough time so as to allow them enjoy the activities skills
include abstract thinking, eye hand co-ordination, Imagination / independence,
creativity and control of small fine muscles.
Construction
 This is also a free activity where children are asked to construct anything
they live use materials provided.
 The teacher should go round checking learners work. Skills include
reasoning, creativity, eye hand co-ordination e.t.c.
 Teaching and learning materials for mathematics

Importance
 Enhance memory – children remember what they have seen more.
 Materials make the teaching / learning process real and practical.
 Learners are actively involved in the lesson, and they have a chance to
manipulate various teaching aids.
 Make teaching / learning process interesting
 Enhances creativity e.g. modeling
 There is development of many skills i.e. manipulation, observation.
 They lead to high academic performance.

Disadvantages
 They are expensive
 Time consuming thus minimal coverage of work
 Poor class control incase of few materials

Types of teaching / learning materials

 Realia – real items
 Improvised (i.e.) Flash cards
Sources of teaching / learning materials
 Collected from local environment
 Buying
 Improvisation
 Donation
 Borrowing
 Children can bring materials from home

Designing and developing teaching / learning materials

Factors to consider
 Age of the learners’
 Safety of the materials
 Durability – can last for long
 They should be attractive / appealing to the eyes of the children.
 Relevant to the theme being taught.
 Size – neither too small not too big

Using teaching / learning materials to teach the ECDE mathematics

 Materials should be displayed on the walls learning corners, tables.
 Distribution of the materials to the learners should be proportional.
 Allow the learners to manipulate.
 Give instructions to the learners on how to handle the materials.
 Demonstrate on using the materials for learners to be able to use them.

Assessment instruments
Assessment is evaluation; it is done to find out how much learning has taken
place.

Importance of assessment
1. Diagnostic purposes: - Helps the teacher to know whether remedial
teaching is necessary for weak learners.
2. It assists to know whether instructional objectives were achieved.
3. Give feedback to the learners.
 4. For grading purposes (i.e. continue to the next class).

Types of assessment
Informal
This method is not structure (i.e.) oral questions, observing, interview.

Formal assessment
It is structured. It involves various tests teacher made tests – Multiple, speed true or
false.

Task
1. Definition of terms
 Mathematics
 Mathematical operations
 Number
 Capacity
 Place value

2. List 5 objectives of teaching / learning mathematics in ECDE

3. Giving examples discuss the pre-number activities in ECDE

4. Describe the two major theories in mathematics activity and cite their implications
in teaching / learning of mathematics

5. Name various methods which can be used in teaching mathematics

6. Describe the principles of teaching mathematics in ECDE

7. What is a binary operation

8. How can you teaching 2 + 4 to (4 – 5 ) year old

9. Design and develop 5 materials that enhance learning in mathematics

10. Why is assessment and evaluation important in learning mathematics in ECDE