Christine Reece

ECED 304
July 3, 2020

Week 1 Getting to Know the Math Foundations

Reflective Journal Assignment

This Activity was adapted from the Faculty Initiative Project’s Instructional Guide for the California Preschool
Mathematics Foundations

Before you start

Sometimes it is helpful to reinforce the importance of mathematics to us and to young children by pointing out
that we use math informally and almost intuitively throughout our daily lives. In addition to our intentional
teaching, children accumulate a great deal of understanding of mathematical concepts in their everyday
interactions and routines. Following is a two-part activity that will focus on the importance of math in our lives,
ways that math is used in daily life, and ways that children experience the math concepts in the foundations
during their everyday lives.

Completing the Activity

For this activity, you are asked to consider what math you use in your everyday life. You will need a piece of
paper, divided into two columns, and label one column “What I Did” and the other “Foundation Referenced.”
You can also simply use the worksheet below by copying it to your Google Drive or downloading it onto your
computer.

Simple document the activities from one entire day that used or required math knowledge and then decide
which strand of the math foundations is relevant to each activity by writing it in the corresponding column to the
right. You can write as you go during the day, or try to remember it all at the end of the day.

Not sure you did any math? I am certain that you did. It is just in how you think about it. Consider what you did
during the first half hour after waking up or the half hour immediately before work .

Here are some possible routines that might help you connect your daily life to mathematics:
• Did you check the time?
• Did you run a shower?
• Did you something to eat or drink?
• Did you pack lunches?

Also, think about specific routines, such as cooking, shopping, driving, doing laundry, staying on schedule,
listening to music, dancing, or playing games. Consider the activities of your work, whether it is at home, as a
teacher, or in some other profession.

After listing out everything you did in a day that might have used math, review the California Preschool Math
Learning Foundations to decide what Strand and Foundation most fits with your activity. After you have
completed your diary, answer the brief reflection questions at the end of this document
 What I did Associated Foundation

1. Wake up: Checked the time 1. Strand: Number Sense; (At 60 months)
Foundation 1.2 Recognize and know the names of
some written numerals.
2. Morning exercises – counted during my leg lift 2. Strand: Number Sense; (At 60 months)
sets, stretches, weight lifting, and push ups Foundation 1.1 Recite numbers in order to twenty
with increasing accuracy.

3. Checked time to stay on schedule for my morning 3. Strand: Number Sense; (At 60 months)
staff video meeting Foundation 1.2 Recognize and know the names of
some written numerals.

4. Run load of laundry – measure detergents 4. Strand: Measurement; (At 60 months) Foundation
1.1 Compare two objects by length, weight, or
capacity directly (e.g., putting objects side by side) or
indirectly (e.g., using a third object).

5. On laptop, key in ID number and password for 5. Strand: Number Sense; (At 60 months)
video staff meeting Foundation 1.2 Recognize and know the names of
some written numerals

6. Bake cookies. Follow recipe directions and steps 6. Strand: Measurement; (At 60 months) Foundation
1.1 Compare two objects by length, weight, or
capacity directly (e.g., putting objects side by side) or
indirectly (e.g., using a third object).

7. Set oven temp 7. Strand: Number Sense; (At 60 months)

Foundation 1.2 Recognize and know the names of
some written numerals

8. Measure ingredients 8. Strand: Measurement; (At 60 months) Foundation

1.1 Compare two objects by length, weight, or
capacity directly (e.g., putting objects side by side) or
indirectly (e.g., using a third object).
9. Divide batter by even spoonfuls and space on 9. Strand: Geometry; (At 60 months) Foundation 1.1
cookie sheet Identify, describe, and construct a variety of different
shapes, including variations of a circle, triangle,
rectangle, square, and other shapes.
10. Set timer. 10. Strand: Number Sense; (At 60 months)
Foundation 1.2 Recognize and know the names of
some written numerals
11. Bag and count cookies for 5 friends. 11. Strand: Algebra and Functions; (At 60 months)
Foundation 1.1 Sort and classify objects by one or
more attributes, into two or more groups, with
increasing accuracy (e.g. may sort first by one
attribute and then by another attribute)
12. Checked time to leave for volunteer shift. 12. Strand: Number Sense; (At 60 months)
Foundation 1.2 Recognize and know the names of
some written numerals

13. Check weather temp 13. Strand: Number Sense; (At 60 months)
Foundation 1.2 Recognize and know the names of
some written numerals
 14. Turn gas stove on high to boil water to prepare 14. Strand: Number Sense; (At 60 months)
for lunch. Measured water line. Foundation 1.2 Recognize and know the names of
some written numerals

15. Drove my car. Checked speed limit 15. Strand: Geometry; (At 60 months) Foundation
2.1 Identify positions of objects and people in space,
including in/on/under, up/down, inside/outside,
beside/between, and in front/behind.

16. Volunteer as a cashier in a firework stand. Use 16. Strand: Number Sense; (At 60 months)
Sales register to input merchandise prices and totals. Foundation 1.2 Recognize and know the names of
some written numerals

17. Count change back to customers 17. Strand: Number sense; (At 60 months)
Foundation 2.4 Solve simple addition and subtraction
problems with a small number of objects (sums up to
10), usually by counting.
18. Restock and line up merchandise boxes by size 18. Strand: Measurement; (At 60 months)
and shape Foundation 1.2 Order four or more objects by size

19. Check shift schedule for day and time of next 19. Strand: Number Sense; (At 60 months)
shift. Foundation 1.2 Recognize and know the names of
some written numerals

20. Drove my car. Checked speed limit 20. Strand: Geometry; (At 60 months) Foundation
2.1 Identify positions of objects and people in space,
including in/on/under, up/down, inside/outside,
beside/between, and in front/behind.
21. Prepare dinner: use microwave to set timer 21. Strand: Number Sense; (At 60 months)
Foundation 1.2 Recognize and know the names of
some written numerals

22. Turn gas stove on medium temp to heat up 22. Strand: Number Sense; (At 60 months)
dinner. Foundation 1.2 Recognize and know the names of
some written numerals

Please answer these reflection questions. Submit your one page diary and the reflection questions and
answers to the Week 1 Reflective Journal
 1. What surprised you about this activity?

What surprised me about this activity is how often and how quickly I began using math concepts.
Most of all my behaviors and actions were almost instinctive. For example, in the morning when I first
woke, I turned to look at the digital clock by my side, I quickly calculated how much time I could stay
in bed before getting up. I did not have to spend too much time thinking, but was able to do the math
quick enough to go back to sleep some more. Some of my activities I really had to think about using
math. For instance, baking cookies. I had to read the directions carefully, find the correct measuring
cups and spoons, and sometimes use a combination of measuring tools to create the proper amount.
Also, when I was volunteering as a cashier, I was very thoughtful about my math skills. I tried to
make sure I counted merchandise and change correctly because it was more important to get it right.
It was interesting to see how much math is used in a single day, and I know I did not put everything
down on my list.

2. What was the strand most frequently listed? Least frequently listed? Why do you think that is
the case?
The strand most used in my list was Number Sense. The least frequent strand was Algebra and
Functions. I think this is the case because I am needing to know the time all day long, and drive
often. There is a possibility I use algebra more than I think. Numbers might be more memorable for
me in my day.

3. What does this tell us about math concepts and skills in our own daily lives?
This tells us how important it is for everyone to have skills in using math concepts in daily living.
There is so much we need to be able to do to function properly and independently, because we will
run into reasons to use math all the time.

4. What does this tell us about the importance of mathematics learning in ECE?
It is important early childhood educators adopt teaching practices that offer quality opportunities and
learning activities for children to gain mastery in mathematics skills. They should be provided in
everyday classroom routines as well as thought out and planned.

5. What does this tell us about some of the ways that children gain experience with the math
concepts in the math foundations?
Each child is unique and has certain strengths for learning. Children learn best in play and free
exploration experiences where teachers are facilitating the learning process. The math foundations
tell early childhood educators, children need to gain a lot of exposure to printed numbers so they can
recognize them quickly, have opportunities to stack, sort, pile, group, experiment with measuring,
count, see patterns, and arrange and manipulate objects by color and shape, to name a few. They
need to progress in these abilities to move onto higher thinking and reasoning skills.