Session
3 on 14

^{th}August 2013
Something
about the dots on the dice. Knowing the
number without counting is important for all kindergartens. To be able to see and to know the patterned
dots and interpreting the dots on the dice as the number without counting is
known as

*subitizing*. “Subitizing is the fundamental skill in the development of students’ understanding of number”, according to Baroody, p.115 (1987).
Today I get
to know that the standard dice of which both the numbers total sum opposite each
other is seven. Among other practises of number bond of
five-frames or ten-frames, the dice is another method that children learn
number bond.

Curriculum
with mathematics activities had to be focused on the variation for progressive
development and not repetitive of the same contents which stifle learning. Besides having the well-structured and
purposeful curriculum; supported by manipulative for concrete and visualisation
to create model for pictorial to enhance
learning skills.

Session 4 on
15

^{th}August 2013
Incidental
learning is best and well-remembered by children because it is their agenda that
they are interested with a purpose. The
scaffolding to hone children’s developing learning skill with purposeful and
structural curriculum. Drilling and practising
is a regime to reinforce the learning process with children initiated interest. Learning to tell time and numbering are the
examples for incidental learning.

Just
beginning this year 2013, the six years old boy was his first to attend the childcare;
previously he was from a three hour kindergarten program. Every morning he would come teary and
attacked by ‘separation anxiety’ when the mother left for work. Once the mother left the childcare centre, he
would consistently enquire about the time repetitively, “What time is it?” My persistent reply to him is showing him the
clock and telling him the time. The reason for his anxiety to know the time because his mother promised to pick him by six o'clock.

After a month at the childcare centre, he told me that he is can read and tell
the time now. It is a successful story
on his part; learning to tell the time through his purposeful interest.

Session 5 on
16

^{th}August 2013
Dr Yeap walked
us through the memory lane about the characteristics and properties of
triangles namely the isosceles triangle, equilateral triangle, right angled triangle
and scalene triangle. As usual there are
always minimum three methods to find out the angles and to proof the angles of
a triangle, and all the three angles in a triangle is 180

^{0}. The instrument to measure the degree of each angle of a triangle is the protractor.
The mathematics problem:

ABCD is a
parallelogram. CFE is an isosceles
triangle where CE = CF. DF and BE are straight lines. The
sum of Ð CFE
& Ð CBA is 162

^{o}. Find Ð ECF.
This
mathematics is a multi-steps problem which required visual with metacognition piled with number sense
that enable and to s

Method 1: Visualise and generalise through exploring the pattern. Have the characteristics facts of the triangle for student to develop and to improve the required skills.

Method
3: Making conjectures about properties
and compute words or symbols of simplify expressions and equations.

The class
solved the multi-step problem using algebra. We have great fun with all possibility answers but one by one was rejected after much discussion and reasoning. The lesson was interactive and all of us have a share in the contribution of the possible answers. We enjoyed the interaction with laughter and jokes. It was indeed fun!

^{th}August 2013

The planning
of lessons to include differentiation instructions by the objective content, by
process to customise for children who are of low progress, middle progress and
high progress, and by product that the result of the progression content are of
the same with different solutions.

The
follow-up activities are very important that will progress and sustain children’s
learning development abilities from
simple to complex. The activities are hands on like folding and cutting papers, exploring, experimenting and predicting the outcome results after folding and cutting. We also perform a trick which is no trick but base on patterning with reasoning using metacognitive assisted by visualisation with concrete.

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