Engaging Kids with Numbers and Words
Translated by
ScribdTranslationsEngaging Kids with Numbers and Words
Translated by
ScribdTranslationsDidactic unit: Playing in a world of numbers and words.
5 YEAR OLD CLASS T. COLOR: PURPLE CLASS. DURATION OF THE SEQUENCE: APPROX. 10 DAYS. Since
from 11/21 to 12/02
Foundation:
Children are immersed in a world of numbers, letters, and words like
telephone numbers, store signs, supermarkets, etc. As the objective of this
The sequence is to enable students to begin recognizing the social function.
of numbers, as well as of words, for what purpose is it useful for us to know how to read and recognize them,
presenting various game proposals and approaches to different carriers such as
service invoices, medical certificates, books, newspapers, etc.
Purposes:
Enable, through the development of appropriate teaching situations, the constitution of a
community of readers and producers of texts (recipes and room regulations) Propose
teaching situations that allow for enriching and expanding mathematical knowledge:
numerical and spatial.
Contents: Mathematics:
Recognize the social function of numbers.
recite an interval of the oral number series.
Use counting as a useful resource to find solutions.
compare quantities.
Identify the digits and the quantities they refer to.
interpret and reproduce numerical writings
Produce representations of positions and trajectories through drawings or graphs.
Language practices
listen to the instructions given.
Play with rhythms and rhymes.
Write with various purposes (Making a recipe, room regulations)
Identify different carriers and their functions.
Anticipate the content of a text.
Game
Traditional games.
Conventional rule games.
round games.
Plastic and visual language:
Drawing, painting.
Primary colors.
Possible activities
Start activity:
The teacher will show them different text carriers such as a newspaper: She will ask
What is it for, and what should we do to understand what it informs us? It will allow for answers and
It will conclude by saying that we must learn to read in order to know what it is talking about. Then
He will show a electricity bill and ask them if they know what it is that he has in his hand.
to allow responses and will conclude by saying that it is a electricity bill for them
ask if you see letters and numbers and what that number is informing us will allow
answers and then it will finish by getting that number which tells us how much we have to
pay the electricity bill. Then he will ask questions like, What other things can reading be useful for?
numbers? Where else can we find them? if students find it difficult
The answers will give clues (What happens to cell phones when we want to call someone?)
Or when we take a taxi and we have to inform them where we live that we have to
to say? Do the houses have numbers? And what is there in the supermarkets? Etc. After talking
with them, I will conclude by saying that it is very important to know how to read numbers so we can
Call us on the phone, understand what he tells us about the tickets, the prices of the things that
we want to buy etc.
Development activities
We play at the bookstore: we bring some books from the library and we will put prices on them.
cardstock cards, the students will dictate the more expensive or cheaper prices according to the
characteristics of books (larger, better known, etc.) if the children do not know the
meaning of cheap or expensive the teacher will explain it to you. Then they will be divided into sellers and
buyers. At the end, we make a record on a poster of what each one bought, and who
spend more money. The prices will be represented by number and quantity for the children
they can make comparisons.
We completed a cardboard worm with numbers from 1 to 10 to stick in the notebook.
classes.
The teacher will present a cardboard train and will stick it on the board to complete with
números del 10 al 20 pero solo se encuentra completo el número 10los demástenen solo el
number 1 and the teacher will ask, 'after number 10 does number 1 come next?' It will allow that
the children respond and then will continue asking what number should go next to make it
convert it into 11 we look at the numerical table to help us and so on until
Complete the 20, the foam rubber numbers will be found below the little train for you to take.
taking out and placing in the corresponding wagon. Then in small groups they will do the counting.
Each one will complete the train in their notebook with the already printed numbers.
We play taxi: we will draw some streets with tape and glue foam rubber houses on them.
floor. (From 10 to 20) first we will all read among the numbers and then it will begin the
game. one will be the driver who will go ahead and the other child will be holding onto him from behind by the
the passenger will dictate the house number they want to go to and the taxi driver
You should arrive at the corresponding house and ask him, 'Is this the house?' And the passenger will have
What to see if the house number I dictate corresponds. Thus, all will proceed accordingly.
Children can later have 3 taxis driving. To complicate the game, we will not say the number.
but we will use other reference points such as, for example: the house that is on a
corner, the house of such color or the one located in the center of the street, etc.
We play hopscotch.
We play Kingfisher.
We play bowling. We do the registration and counting at the end of the game.
We paint large numbers with tempera, the teacher will dictate the colors like
For example, we will paint numbers 1 and 2 red, etc. Then we will cut it and glue it on a
black tire leaf.
We draw jokes in the classroom. The children will lie on the floor in front of the blackboard to
have the same view and from there the teacher will dictate what they should draw guiding them
towards different points such as the table next to the wardrobe, the chair that is
in the center of the room, etc.*With the children sitting on the floor, she will hand out to each one a
silhouette of a house that will contain a number but will tell them that all the houses besides
to have a number do you dare to name the street? Are you willing to name the street?
see what name we can give it? Once we have chosen, the students must
write it at home in the way your teacher dictates it slowly for you
write.
We draw our house in the notebook with the name we chose.
We play that we are going to shop at the supermarket. The teacher will divide into 2 groups. One will...
I'll dictate quietly some things that need to be bought so that later I can tell the other group.
try to remember as much as you can. Then the same will be done, but with the other group. Then
The teacher will ask them, 'Why did it take us so long to remember everything we had to buy?'
What should we have done so that we do not forget? It will allow answers and then
He will conclude by saying that we should have written it down so we wouldn't forget that writing helps us.
helps to remember or also to note down as we did with our house, to learn
when we need to study just like reading to know what it tells us. We show a
story and through the images that appear, they will have to guess what may come.
to tell us the book. Then we read it to see if it matches what we said. We play with
rhymes. We complete the sentence to make it rhyme, then we add rhythms and invent songs.
short.
Through images, we dictated a story to the teacher.
We separate numbers from letters: with two circles drawn on a sheet, letters will be presented to them.
and numbers to be sorted into each circle (one for letters and another for numbers)
First, we will have a discussion with numerical and letter posters so that
establish the differences. With guiding images we will write the room regulations:
first, all together and then each one in their notebook.
Closure activity:
We will bring containers of oils, flours, cans of peaches from home, both groups will have the
same containers. We will form two groups and they will set the prices for the containers beforehand
agreed upon by the entire group, then each one will be given a price list where
They must write the names of the containers they have in which they should differentiate the brand.
the teacher will accompany and guide you in this complex process. Then
we stick the containers on a poster and we review what we wrote on the list and if
matches the elements we have. Resources: poster boards, silhouettes, books, containers of
food, markers, paints, brushes, boxes, sheets, etc. Evaluation: Through questions
simple, from direct observation and individual activities. Instrument of
(Grid) Possible indicators: Recognizes and/or differentiates written numbers. Can
write them. You can perceive the importance of writing in different contexts. You can copy
a text. It can anticipate what the text says through images