Name: Jade Marie S.
Gonzaga BEED 3A
Instructor: Mrs. Julie Ann T. Elizalde
ASSIGNMENT:
Give atleast 1 example or activity in 5 content areas of mathematics.
FIVE CONTENT AREAS OF MATHEMATICS
Numbers and Number Sense
This content area focuses on students' abilities to represent numbers, order numbers,
compute with numbers, make estimates appropriate to given situations, use ratios and
proportional reasoning, and apply number properties and operations to solve real-world
and mathematical problems.
Activity: Roll & Move’ Board Game
Using board games for number sense teaching is both fun and educational. Games like
‘Snakes and Ladders incorporate basic counting and number recognition in a playful
environment. This activity is great for teaching number sequencing and offers a practical
application of counting skills.
Materials: A simple board game like ‘Snakes and Ladders’, dice.
How to Do It: The child rolls the dice and counts the dots, then moves their game piece
the corresponding number of spaces. This reinforces number recognition and counting
in a sequential manner.
Measurement
This content area focuses on students' understanding of measurement attributes such
as capacity, weight/mass, time, and temperature as well as the geometric attributes of
length, area, and volume.
Activity: Measuring Ingredients
One of the best measurement activities examples in daily life is cooking. When kids get
involved in baking or cooking, they naturally engage with measurements. By using
measuring cups and spoons, they learn about volume and quantity. It’s a delicious way
to understand measurements and enjoy the results!
Geometry
This content area focuses on identification of geometric shapes and transformations
and combinations of those shapes.
Activity: Match up equivalent fractions
Try a different kind of egg hunt to practice equivalent fractions. Write fractions on each
half, then have kids find them and make the proper matches. (Make this harder by
mixing up the colors!) Check out our other ways to use plastic eggs in the classroom.
Statistic and Probability
This content area focuses on students’ skills in four areas: data representation,
characteristics of data sets, experiments and samples, and probability.
Activity: Jellybean Jar
Fill a jar with jellybeans and have students guess how many are in the jar. Record the
results and have students analyze the data to determine the closest guess and the
probability of guessing the correct number.
Patterns and Algebra
This content area focuses on students’ understanding of patterns, relations, and
functions; algebraic representation; variables, expressions, and operations; and
equations and inequalities.
Activity: Create number patterns using addition and subtraction
At this level students work with number patterns using addition and subtraction. For
example, suppose you gave students the number sequence below and asked them to
continue the pattern:
1, 3, 5, 7…
It is often difficult for students to instantly recognise how the pattern changes and in
some instances, they may see the rule differently from others. A way to help students
explain their thinking and build their experiences in finding patterns is to encourage
them to use blocks, counters or drawings to represent their thinking before using
mathematical symbols.
The pattern below has been constructed with concrete materials such as square tiles.
As students continue the patterns with materials or drawings, ensure they express what
they see in words. In this case, the sequence can be explained in different ways. Below
are examples of a student's findings:
the numbers form a rectangle with one extra square
these are odd numbers that cannot be equally divided into two groups (i.e. there will be
a remainder)
the numbers increase by two squares each time
I double the term number then take one square tile each time e.g. if I double the second
term I get four tiles.
From this, the student can generate a rule which is to add two to the previous number in
the sequence. 1, 3, 5, 7, 9, 11, 13 etc.
In later years, they will learn to represent this information on a table and analyse the
relationship between the terms and the number of blocks. For this level, students can
use simpler rules such as adding two to the previous number (which is still recognisable
on the table).
When students begin exploring growing patterns, they can be challenged to find larger
terms. For example, you could ask students to find the tenth term, which would require
them to extend the table until they reach the desired number or generalize and check
their rule.
