Review this Power Point. I review the Power Point in the video below:
Visit these young school age classrooms; as you watch the videos, look for the elements involved in working with young school age children. How are the elements demonstrated in the each video? This handout may help as you watch the videos.
Classroom 1:
Classroom 2:
Classroom 3:
https://graduate.bankstreet.edu/educator-resources/curricular-resources/early-childhood-mathematics-videos/ Then go to the “Patterns” video
Classroom 4:
https://graduate.bankstreet.edu/educator-resources/curricular-resources/early-childhood-mathematics-videos/ Then go to the “Taking attendance” video
In video 1 we see a first grade class who is working on math , The elements we see is the children learning math , the teacher is showing the class a math center video, ,the curriculum is math. These children are working hands on , on a math assignments using playing cards. The teacher is there helping the children , explaining the rules of the assignment/ game. The teacher has a relationship with the students. Its demonstrated by the children working on the math assignment.
In video 2 we see a second grade class doing a science experiment , using glue , flour and water. The children are all engaged in a hands on activity , the teacher is walking around the class going from table to table and communicating with the children. The elements we see here is the children learning and exploring a science activity, the curriculum the teacher choose is science. The teacher is going around and is responding to the child’s interest, needs and learning styles.
In video 3 looks like a first grade classroom, the children are all on the rug and the teacher has the children engaged in making a beat with their , it looks like a game of Indian chief. The teacher is engaging the children in a hands on game. The elements we see is that the children are all larning different patterns, the teacher is responding to the children’s interest and needs .
in video 4 we see a 4 year old classroom , the teacher begins by getting the children involve by having a volunteer come up and count the children. The elements we see is learning because he has the children , learning math , he has the children counting. So in a way the curriculum he choose was math. The teacher has a relationship with each child as he is asking the children questions and communicating with each child. Here i believe i see a little of foster independence , as in the beginning of the video he choose someone to count the children. Also scaffold learning , which is identifying children’s current knowledge /abilities .
I agree with number 4 answer
Visit these young school age classrooms; as you watch the videos, look for the elements involved in working with young school age children. How are the elements demonstrated in the each video? This handout may help as you watch the videos.
Answer: Video # 1- we are in a first grade classroom and the students are working on math. The elements that are being worked are learning, hand movement, communication with others using tools such as the ruler to help with the math problems, using different shapes, cards, markers. The teacher is showing the class a math center video, the subject is math. The teacher in this video is explaining to the children how the math assignment they are working with the cards go, helping the children. The teacher also has a relationship with these students and is also building a deeper connection with them. Its demonstrated by the children working on the math assignment, learning to work together, using their own suggestions to complete math problems.
Video #2- we are in a second grade classroom and the students are working on a science project. The elements that are being worked are using accessories such as glue , flour and also water, exploring, using imagination. The children are all engaged with one another as well and are super focused on this hands on activity. The teacher is also walking around the classroom checking on the student from table to table and also communicating with the student by asking questions knowing their interest, etc.
Video #3- we are in a first grade class and children are sitting on a grey rug and the students are focused on making a beat. The elements that are being worked on are on learning, different patterns, learning to play actives with one another, communicating, following directions, using hand movement. The teacher is also engaged with the students with hand movement.
Video #4- we are in a pre-k classroom and the students are focusing on math. The elements we see is learning are learning math, counting, independence, using their motor and gross skills .The teacher also has a relationship with each child I notice the teacher asking the children questions and communicating with each child.
Janate, I support your response to video 2 – the teacher walks around and that is a good way for teachers to see what students are doing and talk with them to let hem know if they are on the right track .
in video 1 i saw a first grade class working on math problems. Elements that are being shown are children sitting in a classroom learning math work. The teacher was also showing the children a video dealing with math. They broke into using hands on material where the teacher was engaged and going around and helping the children. The relationship between the children and teacher was clearly shown.
in video 2 i saw a second grade class working on an science experiment, using different materials such as flour, water and glue. All the children engaged in the project. The element being shown is children working together, The teacher is going around and helping the children.
in video 3 i saw a younger grade class not really sure of the grade but they we on the carpet making beats with the teacher. The teacher is engaging with students
in video 4 i saw a children come together and count how much students in the class. There engaging as one
VIDEO #1
The video is a first-grade children. They are engaged in math activities; they are involved in an individual play. I see different activities that shows children are trying to solve math problems and each one had to exert and show his abilities. Relationship are present whether with their peers where they occurred sharing same activity communicate together, or with teacher who was guiding them by giving them hints and remind them about the rules of the game in order to let them to think independently about better strategies that could help them to solve game’s problem. The integrate curriculum manifest in the classroom. appropriate materials are provided.
VIDEO #2
Tis video is for 2nd grade children. The elements demonstrated are curriculum, learning math measuring, learning to work in team (boost team skills). Involve kids in an activity where they could think, decide and having curiosity about how their work will be in the end of their experience. Relationship and interactions are demonstrated children are communicating each other working together and their teacher asks them questions she is encouraging their decision about the measure of the flour and water they put in the dough. Also, she is encouraging them to share their ideas with others.
VIDEO #3
Children are engaging in activity that boost their learning, they are learning patterns and how to think and figure out the pattern. They are playing in large group the teacher selects the leader who will make a pattern by slapping his hands and make different sound and his classmate will follow the movements and try to focus on those movements and count them to find a pattern. This activity fosters their cognitive skills, learn to lead a group, learn to take turn.
VIDEO #4
The elements demonstrated in the video are learning, integrate curriculum they are involved in math activity where they should count their peers and learn how to figure out the messing classmate. This activity will help them to exert their math skills. Teacher is asking them question and encourage them to respond independently each one had to think about strategies to find out the missing peers and the presents one.
VIDEO 1:
The children in this video are 1st grade students, who are learning math with hand-on & active learning, the materials they are using helps them explore different way they can engage. As the children work with their math charts, smart boards and all the other manipulates they are demonstrating integrated curriculum. As the teach speaks to the children she is also adding to scaffolding and building relationships, while also being mindful of of their specific abilities and needs. By having different stations the teachers are promoting different learning styles.
VIDEO 2:
As the video starts we see the children making mixtures of flour and water. This is promoting hand-on & active learning by being able to engage with materials and manipulate them, they are also finding different ways to use flour and water. This activity is also helping with their curiosity, as they are eager to see what the different mixtures make, this also allows the kids to feel independent.The teacher is creating relationships with her students by profiting with questions about their activity, she is getting to know some of their personality while chatting with them. The curriculum is been explored by the integrated system, as well as emergent, as they both target ways to study the making of the mixture in different ways. This class is a diverse classroom, the teacher carries her conversation with every group the same, there is no difference in the way she speaks to the children of color which may demonstrate cultural sustainability.
VIDEO 3:
In this video the teachers culturally sustaining the classroom made upon black children by having books with covers of people that share the same skin color. The relationship aspects displayed here are learning styles, by asking the children to make up their own patters, this allows draws to their interest and showing their personality when making their own pattern. The children are engaged in hadn’t-on & active learning since they have to be patient and wait for their turn but also be able to follow patters made by their peers. This is also scaffolding their skills as they all may be working different motor skills, this is also promoting curiosity. Emergent curriculum is being exhibited in the video by the children learning math by doing patterns in a interesting and fun way, as well as being attentive when their group letter is called to wash up.
VIDEO 4:
In this video the children are building relationship with their peers and teacher by communicating with one another while counting. Relationships are also being built by the teacher asking his students questions and following up after their classmate counts the children present. This promotes different styles of learning, as well as helping the needs of the children that are having a difficult time doing the math. Learning is being scaffold in this video buy the male teacher supporting their learning by counting out loud and figuring out the missing number. In my opinion it also promotes curiosity as the kids want to share what they think the answer may be, this is also an example of independence since the solving part is being done on their own. The curriculum can be identified by both emergent and integrated system, I believe they are both being put to use in the video. Although the children don’t have physical visible materials their fingers and mind can be seen and used as materials they can manipulated to solve the problem. It may be the child’s interest to be in a circle and discuss the attendance, which then is followed by doing math in a comfortable and interesting way.
all of your answer are great
Video #1
The children in this video are 1st grade students, they are in a 1st grade classroom working on math. The elements that are being worked are hand movement, learning new skills, communication with others using tools such as ruler to help with their math math problems. The children work with their math charts, smart boards. The teacher showed the children a video about math. The teacher has a relationship with the students. Its showed by how the children working on the math assignment, the teachers are promoting different learning styles.
Video#2
The children in this video are 2nd graders, working on a science project. The elements that are being showed are the children using flour and water, glue, exploring. The children are engaged with each other, they are focused on hands on activity. The teacher is walking around the classroom checking, making sure all the children at each table is okay by communicating with them asking questions to know their interest and needs.
Video#3
In this video it looks like a 1st grade classroom, not too sure about it. The children are on a carpet, they are learning about patterns and trying to figure out how to creature it. The teacher is engaging with the children in a hands on game. The elements are the children are all learning patterns and the teacher is responding to the children’s interest as well as their needs.
Video#4
The children are focusing on math. The elements is learning, the children are engaged in math activity where they are counting with each other and learning how to figure out the missing classmate. The teacher is asking questions.
Hey
This is Luis Martinez, I want to add to your response on video number 2, I noticed as well that the first child/student is using his hands as part of the experiment, which is a hands-on activity, the student/child is touching the squishy material, with both hands, he is grinding the mixture, which appears to be dough or flour, he has a sheet by his side, which he will use it to record the information.
Visit these young school age classrooms; as you watch the videos, look for the elements involved in working with young school age children. How are the elements demonstrated in the each video?
ClassRoom #1-This class is first graders that are learing with hand-on and are very active in engaging with the actives,peers,and caregiver.They are also using many materials to learn the math like white boards,the smartboards, and rulers etc. The integrated curriculum is math.
Classroom #2-This classroom is 2nd graders that are Scaffold learning they are using there knowledge of mixing and curiosity to create their mixer but they are also trying new things while enaging with peers and caregiver.The integrated curriculum is science.
ClassRoom #3-This group of young age students are building relationships with peers and caregiver they are exploring the differnt personality they have through creating rhythem and singing.Each student and the caregiver were resposive by speaking to each other and keeping the game going.
ClassRoom #4-This group of young age students are learning math while promote curiosity by the caregiver asking them questions which has them wondering and exploring by counting and firguring out which classmate is absent and their doing it in a space that interesting to them and its easy for all the students to engage in.
In VIdeo 1, children are in the 1st grade math center. They demonstrate how to learn math. Their learning style is scaffold learning style. They are engaged with materials such as a smart board, learning circle, identify solid shapes and use playing cards. Those all materials can be provided for all of the children adding the number. We can see they are very interesting and engaging in this class. They are independent when they add the math. The curriculum is very good for students in this video because children are very interesting.
In VIdeo 2, second grade students are demonstrated hands-on & active learning style and foster independence learning style. The materials in the class use flour and water. It looks like the teacher is looking around how their mixture is suitable or not. Teacher is communicate with all of the children in this class. We can see some of the students are separate (independently) and some of the students are working with dependly. I think the teacher is an integrated curriculum for learning science in this video. And also, we can see this curriculum is so promote curiosity for students who are in this video. They are very interesting and engaging in this video.
In Video 3, first grade students are demonstrated to promote curiosity learning style. We can see teachers are encouraging questions and building interesting lessons around current events and critical thinking. The game is a force that drives learning, critical thinking and reasoning in that class. So, it promotes curiosity learning style.
In Video 4, the video is demonstrated to foster independent learning style and promote curiosity learning style. The teachers are forced to independently learn for the students how to count the attendance at this class. He also gave other information other ways how to count for attendance. And then, the teacher asks who is absent for today. And also, the count numbers of attendance force leaning, critical thinking and reasoning in this class. We can see teachers give up some degree of control over the flow of information. For example, answering students’ questions and challenging students to find the answers for themselve.
Hey
This is Luis Martinez to add up on what you said for video number 4 I noticed that several students used their fingers as a method to solve the question of how many were absent and who were present.
Video #1:
The elements that are shown in this video are;
1. Integrated curriculum: activities teach all subjects/ areas, and support social-emotional growth
2. Learning: Hand-on and active learning, scaffold learning, promoting curiosity, and fostering independence.
These elements are shown through the various work activities the children are provided with such as measuring, math, and identifying solid shapes.
Video #2:
The elements that are shown in this video are;
1. Integrated curriculum: Activities teach all subjects/ areas and support social-emotional growth
2. Learning: Hand-on and active learning, scaffold learning, promoting curiosity and fostering independence
3. Relationships: Respond to a child’s interests, needs, and learning styles.
These elements are shown by the students working on a project that was given to them by the teacher. The project fosters independence because the children have to come up with the measurements and test them on their own. Relationships are formed because they are working in pairs and the teacher is going around and asking them about their work.
Video #3:
The element that is shown in this video is learning: hand-on and active learning, scaffold learning, promoting curiosity, and fostering independence. The element is shown through the teacher giving the children the opportunity to create their own pattern and follow the pattern.
Video #4:
The elements that are shown in this video are;
1. Integrated curriculum: activities teach all subjects/ areas, and support social-emotional growth
2. Learning: Hand-on and active learning, scaffold learning, and fostering independence.
These elements are shown by the teacher making attendance into a math learning opportunity. This fosters independence because he chose a student to count and had the other student count along.
Classroom #1
The 4 elements involved in working with young school age children, showed in classroom 1 are building on relationships promoting secure teacher-child relationships as well as fostering secure peer relationships, different learning methods and styles were applied to different activities , the emergent curriculum which is primarily based on the children’s interest and cultural sustaining which it has to do with the maintaining of cultural beliefs, cultural practices, heritage conservation, culture as its own entity. These children who fall into the 1st grade level, they are playing/testing with the materials given to them, the layout of the classroom is set up in centers where children are performing different activities such as collecting data by graphing information about jelly beans, the information was recorded using tally marks in order to know the number of color of the jelly beans, the children were taking the jelly beans randomly from the bag, this correlates with math. The other center was about finding numbers that add up to twenty, each student had to choose two numbers from the smartboard, they were in line and taking turns to go, this also correlates with math. The other center was about measuring lengths of distances, Overall, all the learning activities focused on groupwork.
Classroom # 2
The 4 elements involved in working with young school age children, showed in classroom 2 are building on relationships promoting secure teacher-child relationships as well as fostering secure peer relationships, different learning methods and styles were applied to different activities , the emergent curriculum which is primarily based on the children’s interest and cultural sustaining which it has to do with the maintaining of cultural beliefs, cultural practices, heritage conservation, culture as its own entity. These children are in 2nd grade, based on the materials set up in the table and the layout of the classroom they are most likely in science class, the first child/student is using his hands as part of the experiment, which is a hands-on activity, the student/child is touching the squishy material, with both hands, he is grinding the mixture, which appears to be dough or flour, he has a sheet by his side, which he will use it to record the information, this science experiment also goes hand on hand with math, because the teacher kept asking her student about the ration of how much cups of water was used and how much cups of flour or dough was used, in order to find out whether adding more of this quantity will increase stickiness. Each group of students had different results and different data. Overall supporting learning is showed through children engaged with manipulate materials to learn subject
Classroom #3
The 4 elements involved in working with young school age children, showed in classroom 3 are building on relationships promoting secure teacher-child relationships as well as fostering secure peer relationships, different learning methods and styles were applied to different activities , the emergent curriculum which is primarily based on the children’s interest and cultural sustaining which it has to do with the maintaining of cultural beliefs, cultural practices, heritage conservation, culture as its own entity. All the students were in a large group sitting in a circle at the rug, they were using the palm of their hands to create various patterns of music involving rhythm, movement and beats, which was a is simply repetitive pattern of strong and weak beats consisting of hand clapping and snapping with their fingers. Each student came up with creative beats on their own, I noticed that they kept one beat constantly, which was hitting their leg thighs to create rhythm. After the student chose their beat, all the class had to imitate the beat, the teacher invited/encourage everyone to go to demonstrate their beat basically the students had the chance to go to. Overall, this music activity promoted curiosity and fostered independence enabling children to do as much as possible for themselves.
Classroom #4
The 4 elements involved in working with young school age children, showed in classroom 4 are building on relationships promoting secure teacher-child relationships as well as fostering secure peer relationships, different learning methods and styles were applied to different activities , the emergent curriculum which is primarily based on the children’s interest and cultural sustaining which it has to do with the maintaining of cultural beliefs, cultural practices, heritage conservation, culture as its own entity. The 4’s taking attendance activity involved the use of two mathematical equations subtraction and addition, a child was pick by the teacher to tell the class how many students were in the class, keeping in mind that the total of students is 20, the student stood up to count the number of students who were present for today by pointing out with her finger as she went across the circle which was 15 . Fallowed by the teacher asking the students how they figured the number of students, how did they solve it and what methods did they use and how many students were absent for today. Several students used their fingers as a method to solve the question of how many were absent and who were present. The students who participated were able to explain their reasoning very well even they had errors. Overall, this activity enabled children to do as much as possible for themselves.
Video #1: The children in this video are working on different math topics. First they are tallying data and picking things out of a bag, next they are making 10, measuring items, and adding. From this video the elements I see are relationships and learning. In a lot of the activities students are either working together or alongside each other. The teacher is interacting with a few of them and is giving different activities that can go for different learning styles. There are all hands on activities, children are using different materials that promote exploration.
Video #2: In this video I see relationships and learning being demonstrated again. The teacher this time is interacting with each child individually. She is going around and asking children questions and helping them. The activity they are working on is hands on and they are using water and flour which definitely promotes exploration. They are trying to find the best mixture to get a piece of cardboard to stick.
Video #3: In this video the element I see is emergent curriculum. The children are sitting in a circle and making different beats that the rest of the class then has to repeat. They are doing this while they wait for some of their classmates to wash their hands. This activity is based on the children’s interest and can be a lesson for learning how to follow directions and learning patterns.
Video #4: In this video I also see emergent curriculum and relationships being demonstrated. Volunteering or being in leadership positions and interacting with their peers are somethings that children enjoy doing so to count their classmates is taking the students interest and connecting it to the curriculum is emergent curriculum. They are doing a math lesson on counting and subtracting. The teacher is also asking the students how they got to their answer which is getting to know the child and their learning style and thinking process.
Video 1) This classroom’s curriculum is an integrated curriculum in which the main focus is mathematics. They are conducting a hands-on activity using rulers as well as a touch screen smart board to answer the mathematical problems and working together in different groups. This is helping them to communicate, solve problems together, fine motor skills development, and the ability to socialize.
Video2) This classroom is conducting an experiment although sitting in a group every child has their own individual materials for each experiment being conducted. They are doing a hands-on activity measuring materials, fostering independence, and promoting curiosity by allowing the students to do the project alone. This classroom is doing an integrated curriculum as what they are learning and their focus is being controlled by the teacher. The teacher is asking questions to the students developing their language skills, building the relationship between the child, and multitasking as the student is focusing and answering questions at the same time.
Video 3)
This classroom’s curriculum is an integrated curriculum. The teacher queues the students to the rug to sit for circle time to conduct a rhythm of pattern activity. The teacher is creating relationships between her students and building self-confidence as she is allowing each student to make their own rhythm patterns and asking them questions. This is fostering independence, and this activity is also a hands-on active activity.
Video 4)
This classroom is conducting an integrated curriculum. The teacher is allowing the students to take part in attendance. This is fostering independence while promoting self-confidence. The teacher is talking to the students and building a relationship with them while also developing language.
Video #1
The elements that we see during this video are curriculum and learning. They are learning math through tally data and beans, smartboards, a deck of cards and team groups. The math department/ teachers are giving them hands on techniques to help them understand the concept of math, they are also available helping the students.
Video #2
The elements that we see during this video are curriculum and learning. They children in the video are learning science through hands on activity and the teacher is going around asking questions and asking about their steps from how much water and flour they used. They are also learning about ratio using a measuring cup.
Video #3
The elements that we see during this video are curriculum and learning. The children are sitting together and are all imitating the patterns of clap and snap the teacher starts off with. They all have to mimic the pattern and then go around the room creating their own.
Video #4
The elements that we see during this video are curriculum and learning. The children are being taught math in a hands on activity. They are going around the room counting the children in the classroom and learning how to do subtraction to determine the amount of students absent. Conducted using scaffold learning.
Video #1
In this video there is a 1st grade class working on math. They have hands on activities that enforces the curriculum which is math. They are working in different math topics such as measuring items, calculation data, and addition. Children in this video are working together, or may be getting help and guidance from the teacher.
Video #2
In this video children in the 2nd grade are doing a science experiment. The children are using measurements, recording data and predicting outcomes. This is a very hands-on experiment and I see children helping each other as well as the teacher going around checking if everyone is okay. The elements we see here are children learning science and predicting outcomes.
Video #3
In this video children in the 1st grade are sitting in a circle with the teacher. Children are learning patterns and how to lead the classroom by creating patterns. The teacher is very responsive and is letting the class lead. The children are communicating, paying attention and following instructions.
Video #4
In this pre-school classroom the students are following a math curriculum. We see the children engaged in activities such as counting, communicating with each other and communicating with their teacher. The teacher is engaging with the students by asking them questions and leading the activity of counting.
Module 5 Assignment #1: Working with Young School Age Children Virtual Tours
Video 1 -Classroom 1: 1st Grade
Relationship – The teacher knows each child individually; she knows how they work. She responds with interest, telling them the rule of the game, she watches them work and tell them what they need to do, the children have different learning styles and were given different tasks
Learning – The match was hands-on, they had manipulatives to learn with, they had multiple options of engagement
Curriculum – The class was about math and had the materials relating to math,
Classroom 2:
Video 1 -Classroom 1: 2nd Grade
Relationship – The teacher knew her students, they were comfortable talking to her, the children were interested in the experiment,
Learning –They were doing hands-on activity, and they had to mix things together by following instructions, the activity was engaging and interesting, they wanted to get the paste to stick, each student had their own kit
Curriculum – The curriculum was emergent, they were interested in trying the experiment
Classroom 3- Patterns
Relationship – The teacher knew her students, they were comfortable talking to her, the children were interested in their activity
Learning –They were doing hands-on activity, they were doing activities in patters and each students followed the pattern of the leader, the activity was engaging and interesting students were eager to demonstrate a patter, when the teacher asked for a volunteer, many hands went up
Curriculum – The curriculum was emergent, they were interested in demonstrating a pattern for their peers to follow.
Classroom 4= Taking attendance
Relationship – The teacher knew the names of all of his students, they were comfortable talking to him, the children were interested in their activity because they were counting of their fingers
Learning –They were using their fingers to count, they were taking the register by counting how many students were present and how many were absent
Curriculum – The curriculum was emergent, they were interested in counting using themselves
I reviewed this module
SEMINAR
Module #5; Assignment #1
in the first video, we are in a 1st grade setting, we see children doing an activity where you pull out a cubed color from a silver bag and jot down the color you got. the girl in red pulled out a yellow cube. thee boy in black pulled out a blue colored object. the video switches between screens and you see multiple children doing different mathematical assignments.
in the 2nd video, we are in a 2nd grade classroom, we are viewing a child mixing equal parts of flour and water (?) into a small tray. the recorder is asking the boy questions and understanding his view on mixing. the children are also suppose to track their observation on a paper set besides them . this appears to be a scientific experience. one child added more water than flour.
in the third video, we have a couple of children sitting in a rug area with their teachers and they are participating in making beats/music (?). the teacher is asking for the children view points and asking them questions. the children are learning patterns and creating different sounds.
the fourth video, we are in a classroom, it appears we are learning math in this classroom, because the teacher has the children volunteer and count other children.
Visit these young school age classrooms; as you watch the videos, look for the elements involved in working with young school age children. How are the elements demonstrated in each video?
video#1
In this video I see first grade children in math class. We see several groups of children learning different types of math projects. They are independently working on their projects. All of them follow the rules of the projects. I observed how the teacher goes on each group, encourages their efforts doing the work and when it’s necessary, she points out remarks and teaches them new skills.
video#2
In this video we see children are working on one curriculum project. They have to follow one recipe rule. However, we see children are changing dosage and cheating their own vision. Even so, the teacher encourages the child’s decision and tries to find out the result with them. We can see how the children are trying to work independently on their project.
Video #3
We see in this classroom the teacher is introducing one of the mathematical development elements patterning by music. First, she is introducing her version of this pattern, and she develops close relationships with children, and lets them perform their own version of patterning skills. Children are very well engaged in this play. I believe this is one of the great ways to learn and develop math skills.
video#4
In this video, the teacher is introducing one of the mathematical curriculum by showing early numbers, initial experience and early numerals. The main operation of addition, subtracting, multiplication and division. Children are attentively engaged in this classwork. They calculate very well and number how many children were missing from the class.
In video #1 we see the first grader working with math. The elements they’re using is learning and communication. I ser them working independently and also the teacher encourages them.
In video 2 demonstrate second graders doing a science experiment using flour, water and glue. The teacher goes around to encourage them and see if they need help.
Video 3 they’re doing mathematic problems patterns with music. The teacher let the student do things by themselves to gain skills by their own.
Video 4 the teacher here are showing the kids the basic math which is subtraction, division, adding and multiplying.