Sultan Qabooss University
College of Education
Department of Early Childhood Education
Course / Assessment and evaluation of the young child ECED2030
Final project portfolio:
Mathematical thinking domain
Name: Shaima AL-Rawass
ID:93865
Submit to: Dr. Ali Tekin
Date: 20/5/2014
1
Index :
Introduction
2
Purposes of the portfolio
3
The activities
4-6
The children
7
Checklists
8-10
Sample of children work
11-13
Rubrics
14-16
Anecdotal records
17-19
Results
20-22
Summary report
23
Suggestions
24-25
References
26
Appendix
2
Introduction :
Mathematics Knowledge & Skills refers to the conceptual understanding of numbers,
their relationships, combinations, and operations. Mathematics also includes shapes and
their structure; reasoning; measurement; classification; and patterns. Because math is also
about generalizations and abstractions, math skills during the early years help children to
connect ideas, develop logical and abstract thinking, and to question, analyze, and
understand the world around them. Math knowledge, interest, and skills are basic to
children's success in school and later life. (Eclkc,2014), That is why Improving
mathematic thinking is a great concern of educators and policymakers , because early
experience affect later education outcomes ,providing young children with research –
based mathematic learning opportunities is likely to pay off with increased a
achievement literacy , and work skills in these critical areas(Freed,2009).
Early math skills are highly predictive of later academic achievement in multiple subject
areas. In the domain of Mathematics Knowledge & Skills, programs need to ensure that
children who are dual language learners can demonstrate their abilities, skills, and
knowledge in any language, including their home language.(Eclkc,2014).
3
Purpose of the portfolio:
The purpose of the portfolio is to assess children on their knowledge about shapes, and I
made activities that will help me to assess the children and know in which level they are
about shapes knowledge , and to provide suggestion and evaluation after making
checklist and rubric for the children .there are sample of the children activities it will be
useful for the parents to understand their children and know how is there progress about
shapes knowledge . The portfolio will help the parents to know their children at what
level they are and the teachers will confident when they show they parents because they
have child work
We believe that children learn through interactive activity and things that include and
involve them in the process, so I did activity for children from 4-5 age.
The activities:
I made two
activities for children the first one is about shapes and to classifying them
according to different attributes and this activity include 3 steps. The second activity is to
produce shapes in the geo board by using rubber band .
1- Classifying shapes :
First step
The children have to identify the basic shapes at first then they have to classify shapes (
to put each shape in the correct place ).
Second step :
4
The children have to classify shapes by colors ( to put each shape that is colored under
the same color , so no matter that all the shapes are different put all of them have the
same color)
Third step :
Is to classify the shapes according to the external form ( dose the shape have a curved
line or a straight line). That’s all about the first activity which is classifying the shapes
according to different attributes .
The purposes of the activity:
-
The child ability to identify the shapes .
-
The child ability to classify the shapes and differentiates between them .
-
The child ability to classify the shapes by their colors .
-
The child ability to classify the shapes according to the external form (curved line,
straight line ).
-
The child ability to differentiates between the shapes that have curved line and the
shapes that have straight line .
2- Producing shapes :
in these activity children are going to use the rubber in the geo board to produce
the shapes that they have learned at first I show them an example , I show for
them how to hold the rubber band and then to produce a square . Then I should
start to ask them to produce the shapes one by one .
The purposes of the activity:
5
-
Child ability to use the rubber band to produce a circle .
-
Child ability to use the rubber band to produce a square .
-
Child ability to use the rubber band to produce a rectangle .
-
Child ability to use the rubber band to produce a triangle .
-
Child ability to use the rubber band to produce an oval .
-
Child ability to use the rubber band to produce a diamond .
6
I did the activities of my project with three children their age from four to five years and
they were:
Abdullah
5 years 3 months
Tarf
4years and 8 months
Ryman
4 years and 9 months
7
Checklists:
Child name:Abdullah
Gender: male
Age: 5 years 3 months
Date:9/5/2014
Skills Observed
Level of mastery
Able
Not able
1. Knowledge of shapes
1.1.
1.2.
1.3.
1.4.
1.5.
1.6.
Able to Identify the circle
Able to Identify the square
Able to Identify the rectangle
Able to Identify the triangle
Able to Identify the oval
Able to Identify the diamond (rhombus )
√
√
√
√
√
√
2. Classifying shapes
2.1. Classifying ( to put each shapes under the same shape
or the correct category )
2.2. Classifies shapes by colors
√
2.3. Classifies shape according to the external form (straight
lines )
2.4. Classifies shape according to the external form (curved
line)
3. Producing shapes
3.1. Able to use the rubber band to produce the circle.
√
3.2. Able to use the rubber band produce the square
√
√
√
3.3. Able to use the rubber band to produce the rectangle
3.4. Able to use the rubber band to produce the triangle
√
√
√
√
√
3.5. Able to use the rubber band to produce the oval
3.6. Able to use the rubber band to produce the diamond
(rhombus )
8
√
Checklists:
Child name:TarfGender:female
Age:4 years 8 months
Date:10/5/2014
Skills Observed
Level of mastery
Able
Not able
2. Knowledge of shapes
3.7. Able to Identify the circle
3.8. Able to Identify the square
3.9. Able to Identify the rectangle
3.10.
Able to Identify the triangle
3.11.
Able to Identify the oval
3.12.
Able to Identify the diamond (rhombus )
√
√
√
√
√
√
4. Classifying shapes
4.1. Classifying ( to put each shapes under the same shape
or the correct category )
4.2. Classifies shapes by colors
√
4.3. Classifies shape according to the external form (straight
lines )
4.4. Classifies shape according to the external form (curved
line)
5. Producing shapes
5.1. Able to use the rubber band to produce the circle.
√
√
√
√
√
5.2. Able to use the rubber band to produce the square
5.3. Able to use the rubber band to produce the rectangle
5.4. Able to use the rubber band to produce the triangle
5.5. Able to use the rubber band to produce the oval
5.6. Able to use the rubber band to produce the diamond
(rhombus )
9
√
√
√
√
Checklists:
Child name: Ryman Gender: female
Age: 4 years 9 months
Date:8/5/2014
Skills Observed
Level of mastery
Able
Not able
3. Knowledge of shapes
5.7. Able to Identify the circle
5.8. Able to Identify the square
5.9. Able to Identify the rectangle
5.10.
Able to Identify the triangle
5.11.
Able to Identify the oval
5.12.
Able to Identify the diamond (rhombus )
√
√
√
√
√
√
6. Classifying shapes
6.1. Classifying ( to put each shapes under the same shape
or the correct category )
6.2. Classifies shapes by colors
√
6.3. Classifies shape according to the external form (straight
lines )
6.4. Classifies shape according to the external form (curved
line)
7. Producing shapes
7.1. Able to use the rubber band to produce the circle.
√
7.2. Able to use the rubber band to produce the square
√
√
√
√
7.3. Able to use the rubber band to produce the rectangle
7.4. Able to use the rubber band to produce the triangle
√
√
7.5. Able to use the rubber band to produce the oval
√
√
7.6. Able to use the rubber band to produce the diamond
(rhombus )
10
Sample of children work :
Abdullah :
11
Sample of children work :
Tarf :
12
Sample of children work :
Ryman :
13
Rubric : Abdullah
Required
Target
Acceptable
Unacceptable
Shapes knowledge
Child can name all
Child can name 3 of
Child can not name
the basic
the shapes , and
the shapes even with
shapes(Circle,
able to name the rest the help of the
square, rectangle ,
of them with help of
teacher ( first sound
triangle, oval, and
the teacher ( first
, three choices ).
the diamond
sound , three
) and able to
choices ).
differentiates and
distinguish b/w
them .
Classification
Child can classifies
Child is able to
Child cannot
shapes according to
classifies shapes
classifies shapes
different attributes (
according to two
according to
at first to place each
attributes , and he
different attributes.
shape in the right
couldn’t
category , classify
them according to
their colors ,finally
classify them
according to their
forms )
Producing shapes
Child is able to
Child is able to
Child is unable to
produce and make
produce and make
able to produce and
the shape is asked
most of shape is
make the shape is
from him to do it ,
asked from him to
sked from him to do
in the geo board
do , but he couldn’t
it in the geo board.
do 1of them .
14
Rubric : Tarf
Required
Target
Acceptable
Unacceptable
Shapes knowledge
Child can name all
Child can name 3 of
Child can not name
the basic
the shapes , and
the shapes even with
shapes(Circle,
able to name the rest the help of the
square, rectangle ,
of them with help of
teacher ( first sound
triangle, oval, and
the teacher ( first
, three choices ).
the diamond
sound , three
) and able to
choices ).
differentiates and
distinguish b/w
them .
Classification
Child can classifies
Child is able to
Child cannot
shapes according to
classifies shapes
classifies shapes
different attributes (
according to two
according to
at first to place each
attributes , and he
different attributes.
shape in the right
couldn’t
category , classify
them according to
their colors ,finally
classify them
according to their
forms )
Producing shapes
Child is able to
Child is able to
Child is unable to
produce and make
produce and make
able to produce
the shape is sked
most of shape is
most of the shape is
from him to do it ,
asked from him to
asked from him to
in the geo board
do , but he couldn’t
do it in the geo
do 1of them.
board.
15
Rubric : Ryman
Required
Target
Acceptable
Unacceptable
Shapes knowledge
Child can name all
Child can name 3 of
Child can not name
the basic
the shapes , and
the shapes even with
shapes(Circle,
able to name the rest the help of the
square, rectangle ,
of them with help of
teacher ( first sound
triangle, oval, and
the teacher ( first
, three choices ).
the diamond
sound , three
) and able to
choices ).
differentiates and
distinguish b/w
them .
Classification
Child can classifies
Child is able to
Child cannot
shapes according to
classifies shapes
classifies shapes
different attributes (
according to two
according to
at first to place each
attributes , and he
different attributes.
shape in the right
couldn’t.
category , classify
them according to
their colors ,finally
classify them
according to their
forms )
Producing shapes
Child is able to
Child is able to
Child is unable to
produce and make
produce and make
able to produce
the shape is sked
most of shape is
most of the shape is
from him to do it ,
asked from him to
asked from him to,
in the geo board
do , but he couldn’t
do it in the geo
do 1of them
board
16
Anecdotal Records:

Child's Name: Abdullah
 Date & Time: 9/5/2014 - 12:10 p.m. classifying shapes
 Place : home
 Observed Event & Behaviors:

When Abdullah was classify the shapes He was confuse between the diamond and the
square ,he put the one diamond with squares,but when I start reviewing the activity
with him he found out his mistake by himself and said “ oh this is not a square this
should be in with diamond “.
 Child's Name: Abdullah
 Date & Time10/5/2013 - 12;30 a.m. producing shapes.
 Place : home
 Observed Event & Behaviors:
 While making the shapes Abdullah had a straggle to make oval , he had a
conversation with Tarf about how to make the oval Abdullah said “ it’s difficult I
can’t do it “ and Tarf answer him “ you should pull the rubber like this “ .Abdullah said “
but , still I can’t “.
17
Anecdotal Records:Tarf
Date & Time: 10/5/2014 - 5:10 p.m. classifying shapes
 Place : home
 Observed Event & Behaviors:
 While classify the shapesTarf didn’t knew the oval , so I told her the shape , after
that I asked her later about all the shapes and when it was the turn to says the
oval she said “I know now that is an oval “.
18
Anecdotal Records:Ryman
Date & Time: 8/5/2014 - 11:10 a.m. classifying shapes according to colors
 Place : home
 Observed Event & Behaviors:
 Ryman put a green oval under the red oval , Abdullah told her “ look it’s not red
you should put red things “. Then Ryman said “ but it is not same shape “.
19
Results:
Abdullah :
From the activities that I did ,I assess Abdullah by check list and I found that he did
know about all the shapes that I show it to him by himself he didn’t need me to tell him
about the name of those shapes .Also he was able to classify the shapes he put each shape
under the correct category , but he had a little confuse about the one card of diamond he
put it under the squares and the good thing the he found out his mistake by himself and
took it to the correct category of diamonds. His confuse was not about the name of the
shapes but it was about the structure of it , because they are similar , but at the end he
knew the different. About classifying according to the colors he also knew it also he was
able to classify the shapes by colors and he knew that the structure is not base of the
classifying and he have to look to the colors and he got the idea of the activity
immediately. About the third step of the activity , he knew the different between the
straight line and the curved line and was able to classify them according to this .Finally
the last thing was making the shapes by using the rubber band , Abdullah did knew how
to use it after showing for him an example .Actually he was able to make all the shapes
easily expat making the oval he really didn’t know the way to make it even he ask me
and ask the other child about the way and I show him a the picture of the oval as way to
help him , but he give up and at the end I show him the way to do it .
20
Tarf:
From theactivities that I did ,I assess Tarfby check list, and I found that Tarf knew only
the square , circle and the rectangle . the rest of the shapes she didn’t know about the
diamond ,triangle and the oval, so I told her about the shapes that she didn’t know it .
Then she start doing the classification activity . she was able to classify the shapes and
she put each shape under the correct category . the second step was to About classifying
according to the colors she also knew it and she was able to classify the shapes by
colors and knew that the structure is not base of the classifying and he have to look to
the colors and he got the idea of the activity immediately, but she have a confuse about
the red and orange because they seem a like . which was common problem even with
the other girl, but she know and she was able to classify all of them correctly. The third
step was classifying according to the external outline ad she did know the different
between the straight line and the curved line and she was able to classify them according
to this.Finally the last thing was making the shapes by using the rubber band , Tarfdid see
me when I show for her who use the rubber band ,but she wasn’t able to make all the
shapes .She did only the rectangle and it was only by coincidence . it was an advance
stage for her may be because her fine- motor skills didn’t develop to . it was hard for here
even by showing for her the shapes .
21
Ryman :
From the activities that I did ,I assess Ryman by check list and I found that Ryman
knew only the square , circle and the triangle . the rest of the shapes she didn’t know
where they are about the diamond ,rectangle and the oval, so I told her about the shapes
that she didn’t know it . Then she start doing the classification activity . she was able to
classify the shapes and she put each shape under the correct category . the second step
was to About classifying according to the colors at the beggingRyman didn’t get the idea
of the activity she put a green oval under the red oval , and the other child talk to her
and try to explain and she said ‘ it not the same shape” . So a try to explain again and
after that she understand the idea of the activity .Also she was confuse between the red
and orange shapes because those colors are similar . The third step was classifying
according to the external outline ad she did know the different between the straight line
and the curved line and she was able to classify them according to this .Finally the last
thing was making the shapes by using the rubber band , Ryman did see me when I show
for her how use the rubber band ,but she wasn’t able to make all the shapes .She did
only the square . she try with rest ,but it was out of her ability it. it was hard for here
even by showing for her the shapes .
22
Summary report:
Children have to learn about the shapes because its important part of the mathematical
learning process which children should develop and improve it. Children develop this
knowledge when they parents give a child opportunities to extend this knowledge through
environment and daily life events where they can ask them about what they are seeing
and also through engaging them in hands on experiences that in include the making of
shapes and its will improve more when they go to the kindergarten and preschools . On
this portfolio I assessed children on the mathematical domain in the child knowledge of
shapes and I found results about their development.
Children level on mathematical domain in the child knowledge of shapes was somehow
equal and they share strengths and weaknesses on the different parts of the activities
except few point.
The similarity between them were about the children ability to classify the shapes
according to the different attributes ,general results of children performance on this
activity were that children on the age of four to five are able to classify because they
understand the concept of classifying
.There are some differences on children ability.
child who went kindergarten have more knowledge about shapes and he was able to name
all the shapes without the teacher help because teacher gave them activity about that
,Also he was able to make the shapes in geo board because he have more knowledge
about the statures of the shapes and his fin-motor skills are well developed . while the
other gilrs couldn’t because they have less knowledge about the shapes and they learn the
name of some of the shapes with me .
23
Suggestions:
From the results that I found from the children performance I suggest:

Parents:
1- parents should introduce shapes for their children indirectly, through things that
available in their daily live experiences through Using a question and focus on
what the child is seeing form books ,TV., paints and even while going to a mall.
.or while being in the road Take a good look at signs when you’re in the car and
ask your children to tell you what shapes they see. Because children need should
understand that shapes are all around us
2- parents and do lots of activities to improve children knowledge of shapes
structures , where the result shows that children have lake in the ability to make
shapes in the geo board. They can use the dough while making cake or pizza for
example to make the shapes and also is way to prepare their hands to understand
the shape properties angles and the mass of the shape ,so the child will develop
the ability it make the shape because the child will understand the this point by
including his/her sense .
 Teachers:
1- You can help the children to build their knowledge of shapes by
giving them opportunities to practice by doing shapes games meant
for kindergarten students.
24
2- You can also develop this knowledge by helping them to notice
shapes in the world around them. Point out that the cereal box is a
rectangle and ask if they see any other shapes in the classroom thing
and equipment .
3- You can ask the childrentodraw or make shapes and coloring or put
glow it shapes and then to use wide range of materials such the using
of leaves ,sand ,sticks, pens .
4- Extend the shapes that children can deal with them and do more of
sorting shapes and discarding why they believe that shapes belong to
a group .
25
References:
1-head start.(2014)Mathematics Knowledge & Skills .revised inMay,6,1014,
fromhttp://eclkc.ohs.acf.hhs.gov/hslc/sr/approach/cdelf/mk_skills.html .
2-Frede&Barnett (2009). Math and ScienceinPreschool:Policies and Practice. nieer
organization 2009.http://nieer.org/resources/policybriefs/20.pdf .
26
The activities :
Geo board
27