Mathematics Sequence

Comparison of numerical writings

Integrated classroom for 3 and 4 years

Cantidad de niños: 22

Foundation

La secuencia de actividades presentada a continuación está sustentada en el enfoque actual de la

I have noticed that the children in this room are interested in numbers; solving some of them.
simple problems in their daily activities. Most know and recite the sequence
ordered numbers and recognize the written sequence.

The content I will work on will be the comparison of numerical writings. The games I propose
they have a simple format, which I consider appropriate for this room. The degree of complexity is
appropriate for the group, allowing its resolution by simple perception. They also allow the
group interaction, which is fundamental for the transmission of knowledge, the socialization of
strategies and the presentation of arguments.

According to the Curriculum Design of the Government of the City of Buenos Aires (4 and 5 years), the children more

children learn mathematics from their own actions, solving situations that
they have a clear purpose for them, for example, adhering to the rules of a game (like in
in this case). When facing it, the kids will try to solve it through procedures
own, adapting to the situation presented.

Purposes

Provide opportunities for children to begin comparing writings

Generate spaces that promote the exchange of ideas, discussion, and argumentation.
Contents

Block: Numbering System

Start in the comparison of numerical writings.

During the development of the game, my role will be scaffolding. I will avoid demonstrating the
procedures and steps for resolution, allowing the kids to seek solutions to the
different problems or situations, discovering their mistakes and carrying out an action plan.

Development

Proposals

Actividad 1: El barquito(Comparación entre los números del dado y los del disco de cartón)

Space: The room. Different activities will be held at each of the tables. At one there will be
he will develop the game and in each of the others they will play with daquis, board games and small ones
cars.

Dynamic: Small rotating groups. Three out of five kids and one out of six kids.

Expected time: 40/50 minutes.

Game explanation: The game consists of rolling the die turn by turn and placing a token in the sector.
of the number that comes up. The game continues like this until the little boat 'falls'.

Necessary elements: a disc divided into six equal numbered parts, a small boat, a glass.
plastic, heavy chips, a die with the numerical writings from one to six. External support:
number band with the numbers from one to twenty.

Implementation of the activity: I will invite the children to sit in a circle. I will tell them that we are going to

to play a game called 'The Little Boat'. I will tell you that a group of kids is going to play that game in
a table, while the rest carry out other activities at the other tables. Each table will have a
rectangle of color stuck in the center. I will have bracelets of those colors on my hand. I will go
putting the bracelets on the kids, who will have to sit at the tables according to the color that
they were assigned. Once distributed, I will explain that, when I indicate, the groups must rotate. I
I will ensure that all the tables have sufficient materials and I will be attentive to the entire group.
I will approach the first group that is about to play the little boat and introduce the game. I will explain the

rules, demonstrating with the teacher in charge of the classroom. When all the children from
subgroup have had the opportunity to play two or three times, I will indicate the rotation of groups.

To conclude, I will call the entire group and highlight significant situations, such as socialization.
of different resolution alternatives, the reflection on certain attitudinal issues or the
explanation of a rule that was not well understood. I will also record the game, in order to
play it another day.

Possible interventions:

What number came out?

In which one should the token be placed?

What is this number called?

What is five?

Activity 2: Mini game of written numbers (Comparison between the dice numbers and the
of cardboard)

Space: The room. At each of the tables, a different activity will be held. At one, a...
they will develop the game and in each of the others they will play with daquis, board games, and small ones

cars.

Dynamic: Small rotating groups. Three out of five kids and one out of six kids.

Expected time: 40/50 minutes.

Game explanation: The game consists of rolling the die per turn and marking the square of the number.
corresponding with a card. If it is already marked, it is said 'step'. The player who completes wins.
first your board.

Necessary elements: a board with numbers written from one to six, a die with numbers
writings from one to six.

Implementation of the activity: I will invite the children to sit in a circle. I will tell them that we are going

to play a game called 'Minigenerala'. I will tell you that a group of kids is going to play that game
at one table, while the rest engage in other activities at the other tables. Each table will have
a rectangle of color stuck in the center. I will have bracelets of those colors on my hand. I will go
putting the bracelets on the boys, who will have to sit at the tables according to the color that
they will take turns. Once distributed, I will explain to them that, when I indicate, the groups must rotate. I
I will ensure that there are sufficient materials on all the tables and I will keep an eye on the entire group.
I will approach the first group that is about to play the minigeneral and I will present the game. I will explain to them.

the rules, by conducting a demonstration with the teacher in charge of the classroom. When all the children
of the subgroup have had the opportunity to play two or three times, I will indicate the rotation of groups.

Finally, I will gather the entire group and highlight significant situations, such as socialization.
of different resolution alternatives, the reflection on certain attitudinal issues or the
explanation of a rule that was not well understood. I will also record the game, in order to
play it another day.

Possible interventions:

What number did you get?

What do you have to mark?

When do they have to say step?

Actividad 3: El barquito(Comparación entre los números de las bolillas y los del cartón)

Space: The room. The tables will be previously arranged in a semicircle.

Dynamics: Total group.

Tiempo previsto: 30/40 minutos.

Explanation of the game: The game is conducted like traditional lottery. The one who leads the game
Take out the balls, show the number and 'call' it out loud. Each player marks it with a chip if
It's on your card. The first one to have a 'full card' wins.

Necessary elements: cards with numbers written from one to ten (they will respect the series)
numerical), a raffle with all the numbers that appear on the cards (in this case I will use
magnetic cards with the numbers written), tokens.
Implementation of the activity: I will invite the children to sit at the tables. I will tell them that
Let's play a game called 'Lotería' and I will ask you if you've ever played it. I will
I will explain the rules, conducting a demonstration with the teacher in charge of the classroom. I will start the

game, removing the balls, showing them to the children and sticking them on the board. When
some of the kids shout full card, we will all verify that they really have the card
winner.

Finally, I will call the entire group and highlight significant situations, such as socialization.
of different alternatives for resolution, the reflection on certain attitudinal issues or the
Explanation of a rule that was not well understood. I will also record the game, in order to
play it another day.

Possible interventions:

The number ten came out and (x) needs help because they don't know it, what clue can they give?
So that you can locate it?

I sang number six. (and) marked this box (pointing at 6) and (z) placed his token in this
another (pointing at the 9). Which of the two numbers is the six? Who wants to explain it?

Consulted bibliography

Government of the City of Buenos Aires (2000). Curriculum Design for Early Education,
Children aged 4 and 5 years.

González, B. Mathematics in Early Education.