MATHEMATICS PROJECT FOR ROOM OF 5

MATHEMATICS PROJECT FOR ROOM 5.

Nature of the project:

This project arises to introduce children to solving simple
mathematical problems, establishing guidelines for the game and
giving active participation to parents-family-garden. Through
activities and games it will allow different degrees of
understanding and conceptualization of the mathematical
contents addressed to be developed.
It is proposed, through direct contact with various materials,
that the child discover different mathematical relationships
between elements and element sets.

Foundation:
Preschool education aims to educate a child to participate and
become a decisive factor in the development of the environment
where he or she must act and thus achieve the social and cultural
purpose of society.
Mathematical knowledge gives the child access to a greater and
better understanding of reality.
This knowledge is acquired progressively, which presupposes
sufficient mastery of certain essential concepts and attitudes
(conservation and reversibility). These notions cannot be imposed
or taught, they are built as they are given the opportunity to
manipulate and experiment with the surrounding environment. .
“The central purpose of teaching mathematics in Initial
Education is to introduce students to
students in the particular way of thinking, doing and producing
knowledge that this discipline entails.
That is, the aim is for children to face situations and use
mathematical knowledge to allow a process of knowledge
production that has a certain analogy with mathematical work,
considering that this functioning is constitutive of the meaning
of knowledge.
Mathematical knowledge – including the tasks of mathematics –
has been developed by culture, it is everyone's heritage. The
function of the Initial Level is to guarantee the first systematic
approaches to them, recovering the children's extracurricular
knowledge, disseminating it to everyone, expanding and
deepening it. These first approaches are the foundation of the
personal bond that is built with mathematics and, even more, of
the history of each subject, of the image of oneself, of the
confidence in one's own possibilities, of the respect for others.
The Initial Level begins a journey that aims to address the first
systematic learning, knowing that these first steps decisively
compromise the mathematical future of our students, as well as
the development or enrichment of their curiosity, their capacity
for analysis, their critical spirit, their possibilities. of
amazement. It is about giving them multiple opportunities, with a
view to the citizen who wants to be formed, to search, explore,
test, anticipate, foresee consequences, reflect, analyze, ask
questions, establish relationships in a production community such
as the room.
Children, from their earliest years, build knowledge related to
numbers, the space that surrounds them, shapes and
measurements, since they actively participate in a culture in
which
adults use that knowledge. They develop diverse knowledge
about these axes, closely linked to the context in which they are
used and that varies according to the experiences in which they
have participated: a child who lives in a rural area will construct
knowledge related to that environment and it will be different
from another child. who lives in an island or urban area. Children
participate – in interaction with their parents, with more
experienced children, with their peers, with mass media, etc. – in
various daily tasks and build knowledge related to these
practices: for example, regarding the use of money, weight of
food, lengths, counting animals, reading and writing numbers,
performing some calculations, among others.
At the same time, although the children come from the same
place, their knowledge is heterogeneous, such as
It can be observed in a group of students in the same room and
as is typical of human groups:
Not all children know the same thing about a particular content,
not all can do the same thing or in the same way, not all are
equally interested in the same issues, etc.
Diversity, variety, fragility, originality are characteristics of
these ideas built in the diverse environments in which they have
participated. On the other hand, this diversity is necessary
to promote the mathematical work aimed at, based on the
implementation of different procedures and relationships,
confrontations between them, analysis, etc.
It is the school's function to offer conditions to accommodate
what children know, so that they disseminate, expand, extend,
corroborate, and discuss those ideas constructed in various
extracurricular or school situations. The knowledge thus
developed – inside or outside school – is not necessarily
conventional, it constitutes partial and gradual approaches to the
aforementioned fields of knowledge (numbers, spatial
relationships, shapes, measurements). The purpose of the Initial
Level is to advance this knowledge, but knowing that it will be
taken up in primary school.”

PURPOSES
· Offer students teaching situations that allow them to put into
play, disseminate, enrich
and expand the mathematical knowledge that children have built
outside of school.
· Promote an increasingly systematic approach to numbers,
spatial representations,
geometric shapes and measurements and measurements taking
care of the meaning of those first school learning.
· Create a mathematical activity space in the rooms in which
children must make decisions
regarding the resolution of the problems they face, explore,
test and try to validate their productions.
· Organize the activity in order to promote the exchange of
ideas, discussion and argumentation
generating instances for knowledge to circulate among children.
· Promote the construction of a link with mathematics based on
confidence in one's own
possibilities of approaching situations, a link that is recognized
as foundational in history
of the subject.

CONTENTS
The contents are presented organized in the following three
axes.
§ Numbering and number system.
§ Space and geometric shapes.
§ Extent.
Numbering system and number
• Recitation of the ordered succession of numbers.
§ Reading numbers.
§ Comparison of numerical writings: greater than, less than or
equal to.
§ Use of numerical writing in different contexts.

The number in problems that require:

Remember quantities.
§ Use of counting as a tool to solve different situations.
§ Beginning in the registration of quantities through brands
and/or numbers.
Compare quantities.
§ Relationships of equality: as many as; and inequality: more than,
less than, greater than, less
that.
Remember positions.
• Designating positions of objects in an ordered series

Calculate.
• Exploration of situations that affect the transformation of a
collection: adding, removing,
gather, split, distribute, advance, retreat.

SPACE AND GEOMETRIC FORMS

Use of spatial relationships
• Communicate positions of objects: interpretation and
production of messages that reveal
relationships between objects and people.
• Communicate movements: interpretation and production of
messages that communicate movements
looking for reference points.
• Represent positions and paths: interpretation and production of
drawings that represent positions
and journeys.
• Use a representation system that involves codes to
communicate positions and paths.
• Use plans: representation of objects in real space on a drawing,
on a plan or orally and, vice versa, location in real space of
objects represented in a drawing, on a plan or orally.
Understanding the need to orient the plane with respect to real
space.
• Interpret and communicate references regarding the sheet of
paper.

Geometric forms
• Exploration of the characteristics of geometric figures.
Distinguish some geometric figures
from others based on their characteristics (straight or curved
sides, number of sides, number of
vertices, equality of sides, etc.). Recognition of some figures:
squares, rectangles
and triangles. Recognize a figure in different positions.
Recognize a figure within a
complex figure.
• Constructions of straight-sided figures on squared paper (copy,
construct, complete,
etc.). Start using the ruler as a tool to draw straight lines (to
join two points,
to extend segments, to draw a straight line following the lines
of a grid).
Appropriation of a certain geometric vocabulary related to
figures.
• Exploration of the characteristics of geometric bodies.
Distinguish some geometric bodies
based on its characteristics (number of faces, shape of the
faces, flat faces or not, quantity
of edges, number of vertices, equality of faces). Reproduction
of bodies (through mass,
toothpicks and dough, cut-out shapes that constitute the faces,
given flat developments, etc.).
Extent
§ Comparison of lengths, capacities and weights for various
practical purposes directly
and through indirect procedures (with unconventional and
conventional units).
§ Exploration of measuring instruments for problem solving.
§ Beginning in the social measurement of time: days of the week,
months of the year, whole hours. Use of
calendar to locate dates. Start using the calendar to determine
some durations.
Development of activities
* The methodology to follow in the activities will be to pose
problematic situations in which previous knowledge is mobilizing,
to modify or reject it, serving as a basis for the construction of
new knowledge.
The activities may vary according to the responses, whether
group or individual, they will be added or changed according to
the interest or emerging of the children, for which the following
must be taken into account:
Ø Organization of the educational recreational sector.
Ø Selection of recreational pedagogical material.
Ø Know and use the numerical band.
Ø Write the numbers in an ordered series.
Ø Exploration and manipulation of recreational pedagogical
games (puzzles, laces, mazes, lotteries, cubes, etc.)
Ø Prepare the regulations on the use and care of the material
with which you will work.
Ø Decoration of the boxes to store the selected material.
Ø Use the appropriate material to strengthen the notions of:
shape, color, size, positions, laterality, etc.)
Ø Alternate collective activities with individual or group
activities.
Ø Vary activities that require attention with those that focus on
manipulation and movement.
Ø Make a traveler's notebook where each family will work with
the child on a mathematical activity.
Ø Then in the room, a family member with the child explains to
his or her peers what he or she did.
Ø Each family will play a math game

Product:
 The creation of a purely mathematical games sector to which
the materials made by families and teachers will be incorporated.

Project closure:
The sector will be exhibited at the sum and we will invite
families to participate in the games

Strategies
Different types of proposals will be launched, among them
recreational, so that children can learn school concepts,
procedures and attitudes, where the organization assumes
different forms, depending on the moments of the class, the
interests and experience of this student. group in particular,
articulating what is pleasurable with pedagogical intentionality.
The teacher's intervention is manifested in these activities,
encouraging the active participation of all children, provoking the
emergence of new ideas, stimulating the creative use of
materials, taking into account and recovering previous knowledge
and ideas.
Through investigation of prior knowledge, the problem that
would not have arisen spontaneously is formulated, favoring the
testing of ideas, the confrontation of opinions and the
comparison of conclusions obtained, addressing it in difficult
situations without resolving all its difficulties. use emerging
situations to clarify doubts and answer questions.
Assessment
There will be a tendency to evaluate learning processes,
considering direct observations of group and individual work
appropriate.
These observations regarding the appropriation of content and
actions will lead to the relationship of learning, the
interpretation of content and the structuring of knowledge,
respecting individual rhythms and taking into account the
teacher's self-assessment, important to recognize the
appropriate methodological strategies for this certain group and
the contents worked on.
Bibliography:
· Project “I approach mathematics since Kindergarten” Lic. Irma
Liliana del Prado.
· Curriculum design for initial education. 2008. DG C and E. From
the Province of Bs. ACE.
· Initial level volume 2. “numbers at stake” Ministry of Education,
science and technology of the Argentine Republic.

Activities:
The activities will be organized respecting the three axes
present in the curricular design:
May: Space
June: Geometric shapes.
July: Measurements
August, September, October: Number
November: Evaluation and open classes.
Clarification: activities with numbers will be carried out
throughout the year through “numerical” routines, in order to
achieve the recognition of numbers when starting with the axis
corresponding to it, starting in September. During these months,
games will be played that allow the child to participate in a
problematic situation related to numbers.

Routine activities:
 - The numerical series posted in the room will be presented.
- They will recognize their name on a list, then they will count
how many boys and girls came and the totals in the room. The
number will be searched in the numerical series.
- To start a game and distribute the turns, they will take a
number from a bag and order it, compare it with the numerical
series.
- Calendars:
-We will have a complete calendar of the month where you can
distinguish holidays, holidays, birthdays, events, etc., the
distinction will be made by color.
-They will complete an empty calendar of the days that
correspond to the month.

Activities for the month of May: Space.

Copying objects
Place an asymmetrically shaped object in the center of a table
(a sculpture, a car, a sitting or standing doll, etc.). Four children
each sit on one side of the table and have to reproduce the
object by drawing only what they see. Subsequently, they are
asked to analyze whether, from the partner's position, the
object is actually seen that way. Becoming aware of the
different points of view in relation to the perspective of the
object allows the parts that constitute it to be coordinated.
Recognition of different points of view
They will take an object in the schoolyard as a reference point
(a tree, the mast, etc.) and ask the children to position
themselves in different places and distances from where it is
possible to see the object. They are asked to describe and
represent with a drawing how each one “sees” the tree from the
place where it is located, it will be another possibility for them
to make contact with the different points of view.
Tours
Objects commonly used at school such as tables, chairs, hoops,
ropes, boxes, etc. are placed in the yard. and dictates a route to
his students so that they take it in turns. For example: “pass to
the right of the rope, to the left of the box, over the chair,
under the table and into the hoop.” While one takes the route,
the other children act as observers to control whether the
itinerary is correct or incorrect. Then, any difficulties that may
have arisen are analyzed. The groups that carry out the tours
and the observers alternate. Afterwards, already in the room,
each child is asked to represent the route, and then compare and
analyze it.
Also, a group can invent an itinerary, represent it graphically and
the rest of the children try to do it in the playground based on
the graphic representation.
Another route situation
In the yard, draw a grid with chalk or paint with enough
measurements so that a child can fit in each square.
It is proposed to play along paths and try to get from one point
to another. It will be necessary to discuss and agree whether
they will follow the paths along the grid lines or through the
spaces between the lines. The routes are defined in terms of a
number of “squares forward, backward, left, right”. It will be
interesting if the problem arises of what is to be considered
forward, backward, left or right. Students can be asked to find
different paths, the longest and the shortest. This will lead you
to determine some form of comparison of the length of the
paths, for example through counting the squares.
They can be asked, in groups, in front of a reproduction of the
paper grid given by the teacher, to design a path to go from one
point to another, so that with that “map” another group can make
it on the playground grid.
Drawings
Photos of different building constructions will be presented,
and they will be asked to analyze the similarities and differences
between the fronts of a house, a business and a building; the
interiors of a greengrocer and a shoe store; different types of
doors and windows in each case, etc.
Depending on the analyzes carried out on different
constructions, their drawing will be requested, whether they all
draw the same type of construction to later compare the
productions or organize the class in small groups so that each of
them draws a different construction. . If the latter is the
chosen organization, what is produced by each group must be
discussed to reach agreements on whether or not the
representation made complies with the characteristics of that
type of construction.
Object movement sequences
This activity consists of students inventing and communicating a
sequence of movements of some object. For example: rolling a
ball to the wall, making it bounce three times, running with the
ball in your hand to the other wall, etc. The subsequent request
for the graphic representation of the actions carried out will
allow awareness of them, as well as advances in the
conceptualization of the relationships involved.
Travel dictation
A student located in a fixed position in the classroom guides a
classmate through instructions to the place where he hid an
object (the student who plays the role of guide must appeal to
his own reference schemes and, at the same time, consider the
points reference of the partner you are guiding). The teacher
will write down the (or some) instructions given by the counselor
to be able to return to them in a later analysis.
buildings
Ask the students, formed in groups:
• plan the construction, with wooden blocks, of a tunnel or maze
through which a ball can be passed;
• Plan the construction of a garage where cars can circulate,
park, etc.
treasure hunt
The group will be divided into 4 subgroups. Each group hides the
treasure and makes a “map” so that the others can find it. They
will go out in turn to look for the treasure. We will set an
hourglass to stipulate the time of the search.

Activities for the month of June: geometric figure

Observation of geometric objects

They will observe geometric figures, describe their shapes,
curves, lines, sides, vertices, etc. They will remember their
names: circle, square, rectangle, triangle. They will draw what
they observed on a sheet of paper.
Classifications
They will classify without taking into account a specific
attribute; then, by number of sides, different shapes, type of
faces, straight or curved sides, etc. They will do it on a sheet
with cardboard figures, gluing them after classifying them.
Order situations
The teacher arranges different geometric figures of different
sizes on a table.
Give each group a drawing made with geometric figures.
All the members of the same group have to agree to make a
request to the teacher for the figures they need to assemble an
object equal to the one in the drawing. They cannot place the
order carrying the model that has been given to them, they have
to record on a piece of paper the number of figures needed,
identifying them according to their shape and dimensions, and
with it go to the place where the teacher located the loose
figures for the reproduction. Once they have the figures, they
return to their place
copy the model. Subsequently, the model is compared with the
construction and, if they do not match, they can place a new
order or return the leftover figures.
Sealing geometric figures
They will search the room for objects that contain a geometric
figure in some part of them, and they will seal them on a sheet
with tempera. They must name the figure found.
Construction and reproduction of guards.
A guard made with geometric figures will be presented. They
must reproduce it, copying each figure with a pencil, managing to
copy the endpaper.
Dictation of figures
With various geometric figures of different sizes, each small
group can be asked to build something (generally they build
trains, trees, houses, etc.).
Then they will have to dictate to the group with which they
interact – who have the same geometric shapes – the necessary
information for them to reproduce it. This situation allows us to
put into play both the knowledge related to geometric shapes –
their characteristics, vocabulary – as well as the knowledge
related to spatial locations, “above”; "to the right of"; etc.
Presentation of geometric bodies.
They will be presented: sphere, cylinder, pyramid, cone, cube.
They will describe their shapes.
They will make comparisons.
They will classify according to their characteristics.
Location of geometric bodies.
They will walk through the garden and the living room looking for
everyday objects that have the shape of the geometric body.
We will compare them with the bodies we have in the room and
classify them. They will record what was classified on a sheet.

Activities for the month of July: measure

Measurement with soda caps:

Each child will have x amount of caps, the teacher's instructions
will be: let's measure...the tables, the chairs, the tiles, the
notebooks, etc. They will dictate the number of caps they
counted and it will be recorded on the board using circles glued
side by side. We will compare the measurements.
Measurement with hands or feet:
We will leave the room to measure things in the garden: they
will propose that we measure, we will record it and then, using
figures of feet or hands we will make them on a piece of
cardboard.
Using rulers or tape measures
Measure different objects in the room: we will record the exact
measurement and compare according to centimeters.
Using a personal scale
 They will be asked: Do you know her? What is it for? Where in
everyday life do we find scales? We built a scale for the room:
we weighed different objects in the room. We worked balancing
the end buckets. How do we get both buckets to be in the same
location: we try adding more things or taking them out.

Using an hourglass, a clock with hands and a digital clock:

The question will be: What are these objects called? What are
they for? How are they used? After investigating previous
knowledge, it is proposed to carry out different activities taking
into account time: how many times did we turn the hourglass
during breakfast? When we go to the park we set the alarm
clock so that it tells us when we should return to the living room.
Using the clock on a cell phone, we program it to tell us when we
should start getting ready to go home.

Activities for the month of August, September and October:

Number
The games will be presented playing together in two groups,
then they will play it by table. The
general rule of the games is:
· There will be a “manager” for each game and for each group,
who will assign the turns, record the scores, roll the dice, give
the chips and control the game.
-Bowling
ü Materials: bowling game
ü Group organization: the group is divided into two teams.
ü Rules: the groups must be located at a certain distance from
the bowling pins, one participant from each team will pass in turn.
The points are recorded, added up and the one with the highest
score wins.

-Dice and caps, extraction and abstraction

ü Materials: 1 dice with points per group. 15 or 20 tapas for
each participant.
ü Group organization: the group is divided into two or per table.
ü Rules: each participant must roll the dice and collect as many
caps for their team as the dice indicates, taking them out of a
container. The one who collects the most caps wins. Another
variant is that each group has a certain number of caps and must
deliver the amount indicated on the die. The first one to run out
of caps wins.

-Dice and cards with points.

ü Materials: 1 dice with points per group. 6 cards with points per
participant.
ü Group organization: by table.
ü Rules: Each participant has 6 cards with points from 1 to 6. You
must put a card of your choice in the middle of the table. The
manager rolls a dice and the participant whose card matches the
dice wins. That participant leaves the others' cards. The one
with the most cards wins.
-Dice and cards with numbers.
ü Materials: (same as previous game, but with numbers)
ü Group organization: (same as previous game)
ü Rules: (same as previous game)

-The bird tree.

ü Materials: two boards with images of a tree, one for each
player. It can be played as a couple. The tree is provided with
nests that have representations of different constellations. 24
pieces, each one reproduces on one of its sides of the die, and
the other the same number of birds.
ü Organization of the group: each child
ü Rules:

-Invasion of colors.
ü Materials: squared cards. Colored fibers. One die for every
two children.
ü Organization of the group: each two students a token and a die.
ü Rules: each two players have a squared card with 30 squares.
They roll the die in turn and must color the number of squares
with a chosen color as indicated on the die. The one who colors
the most boxes wins. They must count them.

-To fill boxes.

ü Materials: Squared cards. Records.
ü Group organization: per table, each participant will have a card
with 30 squares, first.
ü Rules: Each participant must take turns rolling a dice and
putting in as many chips as the dice indicates. The one who
finishes wins.

-Group and individual bingo.

ü Materials: bingo cards up to the number 30, individual and
group.
ü Group organization: by table or individually.
ü Rules: the person in charge will extract a number from a bag.
He will sing the number, the other participants place a token on
the indicated number, if it has one. The first person to complete
the boxes wins.

-Spanish card game: “the biggest wins”:

ü Materials: Spanish cards from 1 to 5 and then from 1 to 10
ü Group organization: by tables.
ü Rules: the person in charge will distribute the cards to the
participants. In turn, they must put the first card they have in
the middle of the table without looking. The participant who has
the card with the highest score takes all the cards. The one who
keeps all the cards wins the game.

-Game with Spanish cards: “the stolen house”

ü Materials: A deck of Spanish cards.
ü Organization of the group to play: Groups of between 2 and 4
players.
ü Rules: A player deals three cards to each child and places four
cards face up in the center of the table.
Each player, in turn, compares the cards they have with those on
the table and picks up all those that have the same value (the
same number) as one of theirs. He places them on his side and in
this way, stacking the cards he obtains, begins to assemble his
"little house." The cards must be placed face up so that everyone
can see the first card of all the "little houses".
Since the objective of the game is to accumulate as many cards
as possible, the trick is to be able to "steal" the "little house"
from your companions. A player may take the "house" of the
player whose first card has the same value as his.
This is how they play and pass the turn to the next player until
completing three rounds.
It may happen that a player can neither pick up cards nor take a
"house". In this case he throws any of his cards, which are added
to those on the table.
At the end of the three rounds, the dealer gives three cards to
each again and the game ends.
When the deck is finished, the last one who picked up cards
takes all the cards left on the table. The player who has the
most cards in his hand wins.
"cottage".

You can hold a rally on the topic you want, but the clues must
have instructions to place them in the space where you will find
the next question. (e.g. look behind the bathroom door at the
bottom). Increase the difficulty of the tracks

On the way to school. Ask them to tell you how to get home
from school and to make a sketch of the path they take.

Watching from the roof. Ask them to imagine that the living
room is in a shoe box from which you can remove the lid and
observe from above, ask them to draw how they would see things
from above.
Stop. Play estop with them as it is commonly played, and have
them observe the different places they occupy in space, to
finish ask them to make a mark where they left off and go get
sheets and crayons and write down what they see, ask them not
to move when drawing , then question them about the reality of
the spatial location of the objects and their drawing.

Painter!!! Place an object on a table in the center of the room and

ask them around them to draw with watercolors what they see.
Compare their drawings and question them about why they look
different if it is the same object.

Pirates and hidden treasure. Hide something in the garden, give

them clues so that they can locate themselves in space and find
the treasure. You can also give them a map or ask them to draw
it after they have found the treasure. The treasure will be a box
lined like a chest with sweets, for example.

Aquatic balls. With balloons, make balls, add water to the first
balloon and then place one after the other, cutting the nozzle
and making holes with the scissors (for this you must pinch the
balloon and make small cuts) this is so that it looks colorful, put
more than 5 balloons to each ball. Have them throw them and
describe their trajectory.

Labyrinths. With photocopies ask them to solve the maze, you

can use different materials, e.g. stamen.