A sentence from the textbook jumped out at me, “Children
engaged in these actions (teachers using mathematical verbs) in mathematics classes
will be actively thinking about the mathematical ideas that are involved”. And
when teachers use enough of these verbs in the classroom, we hear children
imitating us. And below are some scenarios.

Parents always asked me, “Do you teach Math?”

When I replied with a convincing, “Yes”, they asked, “How?”
and they asked, “When? We don’t see any numbers and equations.”

And to many more parents that might have the same set of
questions in your mind, I hope this blog entry will answer those questions.

Math, to a pre-schooler and to their teachers, are not just
numbers and equations.

It is not about 1 + 1 = 2…and it is definitely not about
finding the value of x or y.

Math, to a pre-schooler and to their teachers, is more than
just 1, 2, 3 and its greater than finding the value of x.

Math is everywhere.

Math is when we count the number of boys and girls in the
class and the total number of children in the class; that’s addition.

Math is during lunch when the children say, “We only need 18
apples today, not 20 because XX and YY are absent.” That, mummies and daddies
is what we called subtraction.

Math is when the children stand in line and goes, “I am
first! You are second. And you are third, (and the list goes on)”. That is
ordinal numbers.

Math is when our little friends drink water from their water
bottle and gladly say, “I already drink half of my water.” That is definitely
fraction.

Math is during Music and Movement when each of us gets two
shakers each. And when you hear the children say, “Got 6 children. We need 12
shakers.” That is multiplication.

The list can go on and on and there will be insufficient
space on this blog entry.

But now, I think you got the idea.

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