Mathematics Design Activity

Students’ Name

University Affiliation

Course

Date

Introduction

In modern society, mathematics plays a critical role in our lives, where it tends to make most peoples’ lives orderly and prevent unnecessary chaos. Evidently, various significant qualities are nurtured by mathematics, such as reasoning, abstract, creativity, or even spatial thinking, problem-solving ability, critical thinking, and effective communication (Santos, Breda, & Almeida, 2017). However, these above skills and powers are developed and gained depending on the primary mathematical designs presented in various academic progress levels. In that regard, the robust mathematical design activity applied in various academic levels tends to impact nurturing students. Therefore, this essay aims to present two reasonable mathematical design activities for children (Santos, Breda, & Almeida, 2017). The first mathematical design activity is based on operation, counting, and numbers, while the second mathematical design activity is associated with classifying and comparing.

Activity 1: Number, Counting, and Operation

General Objectives of the Activity

The children should be in a position to:

Add or subtract two given paper card numbers, which represents quantities up to 20
Count paper cards on and back to 20
Count the paper cards in 2s, 3s, and 5s, up to 20
Model joining and separating numbers sets given in class
Compare and order using mathematical concepts like more, less, fewer.
Identify and relates various coins value such as a dime, quarter, nickels, and penny.
For addition and subtraction, using terms like +, -, and = in writing sentences.

Specific Objectives

By the end of the mathematical activity, the children will be in a position to:

Add, subtract, and multiply the paper cards numbers.
Solve the dice, which is gained by rolling in 4^thgrade, where they will continue counting to and back to 20.

Time	Topic	Objectives	Learning activities	Core point	Evaluation and remark
3th Jan 2020	Numbers	The student should be capable of counting the paper cards given in class	INTRODUCTION (5 min): The teacher will distribute the cards that are related to 1-5 respectively for children ACTIVITIES Step 1 (3 Min) I will give out the paper cards to represent different numbers that need to be counted Step 2 (8 min) I will help the students to fold the paper cards into different equal parts with different numbers. Step 3 (10 min) Create different groups that are represented with paper cards numbers Step 4 (10 min) I will ask the students to distinguish which of their numbers and join their respective number groups on the respective tapes and form a queue line.	Core point 1	Demonstrate counting of numbers in a forward manner
10 January 2020	Counting	Students should be in a position to count numbers by the end of this activity	Step 5 (5min) The student will count the paper cards to 20 and back to zero Step 6 (4 min) Allow the students to pick the paper cards randomly from the mystery bag.	Core point 2	Count paper cards in different formats forward and backward
15 Jan 2020	Operations	Students should be in a position to add and subtract	Step 7 (7 min) I will allow the students to pick and roll the dice, where students will include both negative and positive to allow them to count forwards and backward.	Core point 3	Add, subtract, and making the difference between negative and positive numbers concerning picking of paper cards.

Mathematic Design Activity 2: Classifying and Comparison

Introduction

Classification and comparison are significant skills in mathematic. It plays a focal point in allowing students to compare objects, identify similarities and differences that lead to the ability to classify objects from a mathematical perspective. Technically, classification, which is mostly known as sorting, tends to involve the rationale of similar or similar findings and then use specific traits identified in various mathematics contexts.

General Objective Objectives

By the end of this activity, students should be capable of:

To compare different ingredients they bought at the party in the context of the ingredient card.
To match different ingredients used in cooking in the party, they are having using their cardholders.
The student should be able to sort or classify the various ingredients cards used at the party.

Specific Objective

The students should offer and describe their rationale for their comparison and classification of mathematical activity.

Time

Topic

Objectives

Learning activities

Core point

Evaluation and remark

3rd Sep 2020

Comparison

To make effective comparisons of different ingredient

INTRODUCTION (5 min):

I will tell the students that are going to have a party, and they are supposed to buy an ingredient using the ticket given

Step 1 (7 min)

I ask the students to choose different ingredient cards while I show them the edge of the card.

Step 2 (5 min)

I will ask the students to tell me how many edges the ingredient card has while counting them together.

Step 3 (15 min)

I will help the students to shuffle the ingredient cards and allow the students to choose the ingredient cards randomly.

The students will present their ingredient card with color; let’s say yellow; the student will put the yellow card on one side.

All the ingredients cards with different colors will be placed in a different section to illustrate the comparison.

Differentiate different ingredient color card

3rd Oct 2020

Classification

To make an effective classification of different ingredient card color.

The students will gain different classification rules after making a comparison of the ingredient card color.

Step 4 (7 min)

I will give the students to sort the ingredients card color from the magic box.

Step 5 (10 min)

After asking the student to sort the ingredient cards based on color, I will take the three-card on the ground and ask them to tell me the classifying rule they are using.

Step 6 (5 min)

I will pick another 6 cards from the magic box and share their different sorting rules.

Step 6 (15 min)

I will repeat the same process until all children get the chance to tell how they sorted their ingredient cards.

Core point 1

Ability to sort different ingredient color using different sorting rules

Conclusively, mathematical design activity is a significant plan that can be used in various levels to improve students’ skills and knowledge as far as mathematical concepts are concerned. This essay starts with evaluating the mathematical design activity related to the operation, counting, and numbers. Simultaneously, the second table illustrates the mathematical design activity connected with the rationale of classification and objects’ comparison.

References

Santos, M. I., Breda, A., & Almeida, A. M. (2017). The design approach of mathematics learning activities in a digital environment for children with autism spectrum disorders. Educational Technology Research and Development, 65(5), 1305-1323.