SHERIDAN PLANNING FORM

Centre/Agency/School/Program Name: Blessed Teresa of Calcutta

Name/Focus of Activity: Addition and shapes activity
NAME OF STUDENT
DATE OF ACTIVITY
NAME/FOCUS OF

Reena Felix Maria Selvam

February 4, 2016

ACTIVITY
NUMBER OF CHILDREN

Addition and shapes activity

28
AGE RANGE OF CHILDREN
4 6 yrs
I noticed that children in the class room showed interest in shapes

ORIGINATING IDEA BASED

during work time. The main idea is to make children to enhance their

ON OBSERVATION:

knowledge by making them to draw shapes, count and write their

own addition equation.
HIGH SCOPE KEY

LEARNING ANTICIPATED
(MUST be completed,
according to program
model/approach)
(REFERENCES INCLUDED)

DEVELOPMENTAL

DEVELOPMENTAL

SIGNIFICANCE

INDICATOR (KDI)

4. Cognition
4.12 Counting
Counting in meaningful
ways in play and daily
living
4.21 Using number symbols and
operations
Identifying and using the +
and - symbols
(Best Start Expert Panel on
early Learning, 2007, p.55, 57)

E. Mathematics

WHERE WILL THE

On the table

ACTIVITY TAKE PLACE

32. Children count things.

(High Scope, 2010)

WHEN IN THE DAILY

ROUTINE/SCHEDULE
WILL THIS OCCUR

MATERIALS: (Be Specific)

Black paper
Chalk
5 printed sheets with + and = symbol

Work Time

BEGINNING

After the large group, children of 5-6 would come to the table, I will show them the printed
sheet, black paper and chalk. Then, I would explain to them the addition activity, they may draw
squares, rectangles, circles or any other drawing and they would write down their own equation
by using numbers.
MIDDLE

Materials: Children are provided with black paper, chalk, printed sheet with + and = symbols.
Choice: They can chose to draw shapes like squares, rectangles, circles, triangles or other
drawings.
Language and thought: While doing their activity, children would describe what they are
drawing and writing in their equations. They will develop their language skills by
communicating verbally and nonverbally as they think about their writing and modify their
thinking with their addition activity.
Manipulation: Children tend to use numbers 1-10 in various ways and have their own equation.
They use both hands-on and minds on in doing their activity.
Adult scaffolding:
I will continue to ask open-ended questions:
What shapes are you going to use for your first equation? For the second one, what is that you
are drawing?
What number comes after 7, ..
How much is 6 + 2 = ?
Can you tell me about your equation?
END/TRANSITION

I would ask the children, whether they would you like to do more equation or go and work in
other areas of interest in the classroom. If children say, They want I would continue if not, they
will choose to work in other areas.

Supervising Educator Signature: ____________________________