Course Name: Teaching Mathematics in the Early Years (Part 1) Course Code: MT110ACA

Unit 1 : PRE-NUMBER CONCEPTS 6hrs

Unit 2 : Number Relationships 12 hrs

Unit 3 : Number Sense 12 hrs

Unit 4 : Number Operation 15hrs
1 Objective Content Suggested Activities

1. State the importance of pre- Pre-number concepts  Lecturer set up different stations in the classroom to
number activities. show pre-number concepts.
2. Develop and describe  Classification  Students visit each station and record the pre-
appropriate activities to help  Matching number.
Week 1 children develop their pre-  Pattern  Discussion on pre-number concepts after viewing
number skills  one-to-one powerpoint
3. Identify pre-number concepts correspondence  Students write and model activities for each pre-
4. Classify concrete objects  comparison number concepts
5. Recognize patterns  seriation

1. Seriate objects by various Pre-number concepts  Lecturer set up different stations in the classroom to
attributes, for example size, show pre-number concepts.
height, length, and weight  Classification  Students visit each station and record the pre-
2. Sequence events  Matching number.
Week 2 3. Define one- to-one  Pattern  Students write and model activities for each pre-
correspondence  one-to-one number concepts
4. List and define comparison terms correspondence
5. Define ordering, seriation and  comparison
patterning  seriation
6. List and describe basic types of
ordering activities

Week Objective Content Suggested Activities

1. Identify and create groups that  More, Less and  Use snap cubes to create groups.
have one more object than Same  Use word problems about number order and
another group  Order of numbers manipulatives such as hopscotch and Link-N-

Institution: St. Joseph’s Teachers’ College Number of credits: 3 Number of Hours: 39 (13 weeks)
Course Name: Teaching Mathematics in the Early Years (Part 1) Course Code: MT110ACA

2. Explore the order of numbers Learn links to model the problem.

3. State the cardinality of given sets  Cardinality  Demonstrate cardinality of given sets. Illustrate
Week 3 4. Identify ordinal numbers sets of objects in patterned arrangements and
5. Write symbols for ordinal  Ordinality tell how many there are.
numbers  Ordinal and cardinal  Write some questions to see if children
6. Differentiate between cardinal understand difference between cardinal and
and ordinal number ordinal.

1. Conceptualize a number as being  Part-part whole

made up of two or more parts  Show part-part whole ideas using snap cubes,
2. State the relative size of two  relative size five and ten frames. Decompose and find
numbers hidden partners of numbers
3. Explain how five and ten are used  Bench mark  Design number stations
Week 4 as bench marks or anchors  Make groups and compare differences.
 Reading, writing and  Demonstrate benchmarks using five and ten
4. Read and write numbers frames and discus the purpose of benchmarks.
using numerals
Plan activities
 Use different strategies to help children read
numbers.
 Show how to use different media, for example
pipe cleaners.
 Research the six number-symbol skills by Lind
and Charlesworth

Week Objective Content Suggested Activities

1 Differentiate between  Numbers and  Demonstrate the five principles of counting.

numbers and numerals numerals  Use nursery rhymes, finger play, and jingles to
2 Use counting principles to  principles of counting learn rote counting
 counting errors  Plan activities to illustrate matching quantity and

Institution: St. Joseph’s Teachers’ College Number of credits: 3 Number of Hours: 39 (13 weeks)
 1 Objective Content Suggested Activities

1. Write word Word problems  Research different types of

Course Name: Teaching Mathematics in the Early Years (Part 1)
problems  Course
Label Code: MT110ACA
problems
2. Identify a. Types of addition problems  Write different types of problem
types of  Join, Result Unknown ,  Label problems
Week understand errors children
problems  Separate, Start Unknown number
10Week 5 make while counting.
3. Classify  Part-Part Whole, Whole Unknown  Demonstrate counting errors and illustrate ways to
3 word
State ways to correct  Compare, Compare- Quantity Unknown  Write different types of problem
correct them.
problems
counting errors
4.1 Devise b. Type of subtraction problems
Distinguish between rote  stages of counting  Demonstrate the five principles of counting.
different  Join, Change Unknown
(rote and rational)  Model different types of problems
and rational counting.  Use nursery rhymes, finger play, and jingles to
strategies to
2 Identify and modeldifferent Join, Start Unknown learn rote counting
solve wordstrategies
counting  Plan activities to illustrate matching quantity and
 Separate, Result Unknownstrategies:  Demonstrate the different
Week 6 problems  counting number
3 Plan appropriate activities to
 Separate, Changecounting
Unknown strategies
all, counting  Use a hundred chart, games, and the number line
use in teaching children
 Part-Part Whole,on, Partcounting
Unknown back, to illustrate the different counting strategies.
counting strategies. Compare, Difference Unknown
skip counting  Model different types of problem
4 Model counting strategies  Compare, Referent Unknown
1. Explain conservationAddition of and Subtraction Strategies of
1. Conservation  Use counters to illustrate conservation of
1 Objective
numbers Content numbers.Suggested Activities
 Direct Modeling numbers  Use money to introduce decimals
2. Investigate and explain the   Use
1. Recognize
meaning of fractions as part
the differentCounting
sets  2. Whole
Type ofandnumbers
Part Usea two
hundred chart
colour to identify
Demonstrate
counters and athe
different whole
strategies
hundred chart to
Week 7 ofofa numbers.
whole numbers.
show even and odd numbers patterns.
 Number Facts   halves,
Wholethirds
numbersand   Use
2.3. Identify and show halves, fourths Usegeoboards,
the sieve ofpattern blocks and
Eratosthenes fraction
to find prime and
Identify different d. typeMultiplication
of and Decimals
Division problems circles to
composite show halves,
 numbers thirds and fourths
Use part-part whole, a workmat
Week 8 thirds and
numbers fourths of regions  Model equivalent fractions
and colour using fraction circles
cubes
 Multiplication  Even and odd
3.4. Define place value, . Place value and pattern blocks
Differentiate between
 Measurement Division Prime, Composite  Use counters to make groups of 11 or more and
renaming, and regrouping
factors and multiples  Regrouping
Factors  Rack
tell how many 10s’and
are number and symbols
in the group. Use a ten
4.5. Explore place-value  Partitive Division
 Multiples
Express numbers using  Reading and writing cards, blocks
frame and base-ten make number sentences
to represent two digit
concepts for tens and ones
prime factors e. Multiplication and large Division Strategies
numbers numbers. Use a place value mat, trading games
5. Compare two-digit numbers  Counting  Comparing two-digit  Use a place-value chart to read and write
using the symbols ˂ and ˃ numbers numbers up to four digits.
 Adding  Use base ten blocks and place value charts to
 Number sentences model two-digit numbers
 Addition and subtraction signs  Play games (The closest ten)
1. Assess children’s . Place value
 Multiplication and Division signs
understanding of numbers  Select basic facts from given facts.
Basic facts  Demonstrate different strategies that children
above 10 and place value
 Relational symbols
 Addition facts use to learn basic fact examples counting,
Week 9 2. Explain what basic facts are reasoning and memorizing
 Subtraction facts  Create addition and subtraction tables for basic
3. Select strategies to help
1. Generate
children master basic facts.
signs  Multiplication facts facts.
number  and
Division factssigns  Use flash cards
Use pattern to discover the identity
4. sentences
Identify and create number
 Multiplication Division  Demonstrate element.
rounding numbers using the
Institution: St. Joseph’s
fromTeachers’
families. College Number of credits: 3 Number of theHours: 39 (13 weeks)
word Relational symbols  Rounding numbers 
number line. Demonstrate commutative
Week 5. problems
Round off whole numbers property using manipulatives such
11 2. Recognize
and decimals . Properties of Arithmetic as the number line and snap cubes
Course Name: Teaching Mathematics in the Early Years (Part 1) Course Code: MT110ACA

Week Objective Content Suggested Activities

1. Use properties of Arithmetic Addition

when doing computation  Use base ten blocks to add two-digit numbers
2. Use models to add two-digit  Addition of whole without regrouping.
numbers with and without numbers with and
Week regrouping without regrouping
12 3. Use models to subtract two-  Addition of fractions  Use base-ten blocks to add two-digit numbers
digit numbers with and with like and unlike with regrouping. Use a grid
without regrouping denominators
4. Subtraction
 Subtraction of whole
numbers with and
without regrouping
 Subtraction of
fractions with like
and unlike
denominators
1. Relate multiplication to  Repeated addition  Use colour tiles to model repeated addition.
repeated addition  Use a grid to demonstrate multiplication with
Week 2. Use repeated subtraction to regrouping
13 solve division problem  Repeated subtraction  Use snap blocks to show how to use repeated
subtraction.

1. Identify equivalent fractions  Equivalent fractions  Use manipulatives

using models  Use the principle of equivalent fractions
2. Compare and order fractions  Ordering fractions  Use fraction pieces and pattern blocks
3. Add and subtract fractions  Multiplication and  Use a fraction tower
Week with like and unlike division of fractions Use fraction squares
14 denominators
4. Multiply and divide
fractions
15 revision revision revision

Institution: St. Joseph’s Teachers’ College Number of credits: 3 Number of Hours: 39 (13 weeks)
Course Name: Teaching Mathematics in the Early Years (Part 1) Course Code: MT110ACA

ASSESSMENT STRATEGIES:
The assessment will consist of two components: 50% coursework and 50% examination. The coursework will be weighted as follows:
1. Written tests at the end of each unit 20% total
2. Portfolio consisting of the following:
 Kit pieces 15%
 One assignment (group work: no than more 4 students per group) 15%

Structure of Examination

One and a half hour examination consisting of:

20 Multiple choice questions 20% (10 content and 10 methodology)

6 Essay type questions 30% (three content and three methodology)

TOTAL: 50%

Kit

 50 counters
 Lock and key addition puzzles

Please note an activity should be written for each kit piece, demonstrating how you would use it to teach a concept.

Assignment # 1

Research on the addition and subtraction strategies. Choose two different strategies to teach the following:

1. Addition with regrouping (two and three digits numbers)

2. Subtraction with regrouping (two and three digits numbers)

Each strategy must be clearly illustrated and place on separate page with your source accredited at the bottom of each page. Your
materials must be presented in a folder with a content page.

Institution: St. Joseph’s Teachers’ College Number of credits: 3 Number of Hours: 39 (13 weeks)
Course Name: Teaching Mathematics in the Early Years (Part 1) Course Code: MT110ACA

Institution: St. Joseph’s Teachers’ College Number of credits: 3 Number of Hours: 39 (13 weeks)