Calculating is not a problem
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The document describes a mathematics program for young children focused on problem solving. In the program, children work in groups to create story problems, act them out photographically, write the problems out, and publish them into books. The goals are to improve the children's math, literacy, technology, and collaboration skills. Working on real-world math problems engaged the students and helped them practice key learning objectives.
Calculating is not a problem
- 1. CALCULATING IS NOT A PROBLEM! Spot
- 2. CEIP MARTA MATA Can Tries, 2. Viladecans
- 3. MARTA MATA SCHOOL OUR KINDERGARTEN PRIMARY BUILDINGS
- 4. •Calculating is not a problem! Is meant for 75 children about 4 years. •In our new school teachers reflect very much about teaching methodologies, center organitation and resources possibilities. •All the community school collaborate in children education. •This mathemathic spot is fruits of all one year reflecting about working methodology, scholar contents, agreement on our evaluation criteria...
- 5. OBJECTIVES: 1. To reinforce calculates competences. 2. To offer possibilities to communicate and to express oneself though differents languages. 3. To open another intercommunication link with pupils families.
- 6. FIRST SESSION WE BEGIN THE SPOT SOLVING SOME LITTLES CALCULATING PROBLEMS. WHEN WE GET RIGHT, SONIA PUTS A STAMPS IN OUR HAND. COOL! In the first session the teacher explains we are going to do. She formulates some calculating problems progression in difficulty and the childen solves. In groups of 3 or 4 pupils, they create their own problems, like teacher’s ones, they are the main characters. Then, each group choose one problem to work in it in the next sessions.
- 7. SECOND SESSION SOMETIMES, TO CAPTURE AN IMAGE IS VERY DIFFICULT! WHEN WE CAN, WE ARE VERY HAPPY. In the second session each group perform their problem through graphic way: some children are actors and actresses, some others take photos and organize the scene. We teach to the children to use the labtop to unloading the digital pictures in a USB memory. They learn to save the photographies in a folder with a logical name. The names of the problems depends on every group.
- 8. WE LOVE DOING SO AS TO WE ARE PROFESSIONAL ADULTS! PHOTOGRAPHERS!
- 9. WE SET UP AUDIOVISUAL ROOM BETWEEN ALL US.
- 10. THIRD SESSION IT IS VERY DIFFICULT TO FIND EVERY PRINT IN THE KEYBOARD! ALL US HAVE TO HARD-WORK! During the third session, each group of children that be responsible for a performance arrange their problem sequences. Classmaters help them to write a title for the problem, to translate at mathematic language and to fill the word balloms. When pupils have written the text in natural writing, the teacher help them to write a correct grammar text.
- 11. SOMETIMES WE WRITE A SAME LETTER A LOT OF TIMES! WE ARE LUCKY TO HAVE THE CLASSMATERS! THEY HELP US TO WRITE WELL.
- 12. WE DO EVERYTHING ALL TOGETHER. SONIA COORDINATES THAT EVERYONE IS WORKING AS A TEAM. IN THIS SPOT AS IMPORTANT IS TO LEARN TO COUNT AND READ OR WRITE AS TO GET ON WITH THE TEAM MEMBERS WELL, AGREEDED TO BE HELPED AND HELP THE OTHERS. WE HAVE ENJOYED WITH THIS DANCE OF NUMBERS. TO BEARING IN MIND THAT IN EDUCATION WE ONLY LOSE THE KNOWLEDGE THAT WE KEEP OURSELVES AND WE ONLY WIN THE KNOWLEDGE THAT WE SHARE OTHERS, I THINK WE CAN SAY THAT ALL US HAVE WIN SOMETHING! IT WAS A PRESENT FOR ME TO WALK WITH YOU DURING ALL THOSE SESSIONS. . SÒNIA
- 13. A S: T N O O N TI I S N G FU TIN C ’ S LA M U 1. To introduce the LE C B AL children in calculating O C problems solution, to PR OK help them to improve O B the reading and writing skills, the plastic language and the technology. 2. To improve the comunication and coordination between the families and the school.
- 14. Hit •Communication though emails Benefit EXPERIENCE •More EVALUATION coordination Result •Acquisition of calculating strategies •Production and interpretation of computer texts. THEY CAN •Assembli of the projector, DO ALL THIS labtop, use of the digital photo THINGS AT camera, pen drive, to print, to HOME, TOO insert pictures,… VERY GOOD!
- 15. CALCULATING IS NOT A PROBLEM! Book exemples
- 16. HOW MANY MUMMIES ARE THREE MUMMIES AND A MUMMIE? WE ARE MUMMIES I’M A MUMMY TOO!
- 17. THERE ARE FOUR MUMMIES WE ARE FOUR MUMMIES WE ARE MUMMIES I’M A MUMMY TOO!
- 18. HOW MANY KNIFES ARE MISSING? ONCE UPON A TIME, ONE GIRL WICH NAME IS JUDIT INVITED AT HOME SOME FRIENDS TO SUPPER SOME EGGS. MAITANE HELPED HER TO SET THE TABLE, BUT SHE ONLY HAD FOUND THREE KNIFES… WE ARE FIVE FRIENDS THERE ONLY BE THREE KNIFES
- 19. THERE ARE TWO KNIFES MISSING ONCE UPON A TIME, ONE GIRL WICH NAME IS JUDIT INVITED AT HOME SOME FRIENDS TO SUPPER SOME EGGS. MAITANE HELPED HER TO SET THE TABLE, BUT SHE ONLY HAD FOUND THREE KNIFES… WE ARE FIVE THERE ARE FRIENDS THERE ONLY TWO KNIFES BE THREE MISSING KNIFES ALL US HAVE OUR KNIFES WE HAVEN’T GOT ANY KNIFE
- 20. COULD YOU PUT IN ORDER OUR NAMES FROM SHORTER TO LONGER? ALEJANDRO HAS 9 MY NAME HAS 4 MY NAME IS I HAVE 5 LETTERS SHORTEST. IT ONLY HAVE 3 LETTERS
- 21. THE LONGEST NAME IS ALEJANDRO’S. THE SECOND ONE IS FRANK. THE THIRD IS SARA’S NAME AND THE FORTH IS POL’S NAME, THAT IS THE SHORTEST NAME TOO! MY I HAVE 5 MY NAME IS ALEJANDRO NAME SHORTEST. HAS 9 HAS 4 IT ONLY LETTER HAVE 3 S LETTERS
- 22. A HALF LEMON AND A HALF LEMON, HOW MANY LEMONS ARE?
- 23. A HALF LEMON AND A HALF LEMON ARE ONE LEMON! I HAVE A LEMON! IF I PUT TOGETHER TWO HALF LEMONS…
- 25. IN THE CALCULATING SPOT WE HAVE TO USE SEVERAL MACHINES. WE ARE STARTING TO BE FAMILIARIZED WITH THE LABTOP, THE PHOTOS MACHINE, WIRE AND MORE WIRE, THE PROJECTOR, THE EXTENSION LEAD AND SOME PERIPHERAL LIKE THE MOUSE, THE USB MEMORY OR THE PRINTER. WHO SAYS THAT TECHNOLOGY IS DIFFICULT TO BE CONTROLED? BETWEEN ALL US, AUDIOVISUAL ROOM IS SET UP IN ONE MOMENT!
- 26. WE IMPROVE OUR AUTONOMY AND THE CAPACITY FOR WORK AS A TEAM. WE IMPROVE OUR ABILITIES TO READ AND WRITE AND THE CALCULATE. WE FAMILIARIZE WITH SOME NEW TECHNOLOGIES’ USE AND, LIKE WE AREN’T SO MUCH KIDS, WE ENJOY WITH A INDIVIDUAL ATTENTION AND A CALM ATMOSPHERE. IT’S FOR ALL THIS REASONS THAT WE LOVE TO WORK IN SPOTS!
- 27. WE WRITE THE TEXT BETWEEN ALL US AND WE HELP THE PROBLEMS’ MAIN CHARACTERS TO DISCOVER EVERY LETTER. THEN, WE CORRECT THE MISTAKES. SÒNIA EXPLAIN US THAT SOME SOUND “LIES” US AND SOMETIMES WE NEED A “H” OR SOME “R” IN THE END OF A WORD, THAT DOESN’T SOUND... TO WRITE PROBLEMS FORMULATE IS NOT EASY! BUT WE LOVE IT!!! WE ARE A TEAM: IF YOU CAN’T, I’LL HELP YOU!
- 28. WHEN PROBLEMS ARE PRINTED, WE HAVE TO MAKE THE CALCULATING BOOK AND TO LOOK THOUGH ALL IS OK. WE READ THE PROBLEMS AGAIN AND WE TAKE CURE OF ALL THE DETALIS. IF WE HAVE’NT ENOUGH SPACE TO DRAW, FOR EXAMPLE, WE’D HAVE TO REPEAT THE SHEET.