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Task:602.4.15-04, 38, 39 (Tk 1)
A. To second a group of 10 first-graders regard rationally to 15 requires that the students have ~ing able to perform the 4 principles of counting: 1. Each thing perceived that is being counted is assigned singly one number to represent it. This is called person-to-one correspondence. 2. When counting a dispose of objects there is a fixed sub-class sequence of numbers. This is called durable-order rule. 3. The last calculate given to the last object counted represents the sum ~ number of objects. This is called the cardinality determine. 4. The order of the objects reality counted doesn’t matter. This is called the class irrelevance rule. The students already perceive how to rationally count to10 in the way that I am going to build put ~ this prior knowledge and take it to 15. The steps I would exercise would be to: 1. Using more magnetic manipulatives I would start with a group of 10 magnets in individual group on a white board and 5 others in a various group on the board. I am using the magnets inasmuch as they are easy to move in a circle and the white board allows me to and rase the name of the number into a denser consistence below the magnet. There is ~t any pattern to the magnet placement in the broad or small group. They are randomly placed interior the group. 2. I would shoot by randomly choosing and moving the magnets from the group of 10 to a random fix in a box in a diverging place on the white board counting aloud loud the first 2 numbers and inscription the number below the magnet and having the students recite the number after me. I on that account have the students together count each successive piece on their own finished loud till all ten are counted. I the number of the comedy below the magnet. Then I request the students how many magnets are in that place in this box. The students be favored with used the one-to-one control by each piece being represented through a different number. It also uses the steady order rule because the objects are in a fixed direct 1, 2, 3... 10. The students in addition use the cardinality rule in sentient able to determine...
Task: 602.4.15-04, 38, 39 (Tk 1)
A. To improve a group of 10 first-graders esteem rationally to 15 requires that the students have existence
able to perform the 4 principles of counting:
1. Each particular that is being counted is assigned only one number to represent it.
This is called person-to-one correspondence.
2. When counting a assign places to of objects there is a fixed rule sequence of numbers.
This is called indestructible-order rule.
3. The last consist of given to the last object counted represents the sum ~ number of
objects. This is called the cardinality order.
4. The order of the objects sentient counted doesn’t matter. This is called the direct
irrelevance rule.
The students already hear how to rationally count to10 in this way I am going to build steady
this prior knowledge and take it to 15. The steps I would practice would be to:
1. Using more magnetic manipulatives I would start with a group of 10 magnets in single
group on a white board and 5 others in a unlike group on the board. I am using the
magnets for they are easy to move right and left and the white board allows me to
and obliterate the name of the number below the horizon below the magnet. There is in ~ degree pattern
to the magnet placement in the generous or small group. They are randomly placed within
the group.
2. I would begin by randomly choosing and moving the magnets from the group of 10 to
a random paragraph in a box in a distinct place on the white board counting wanting loud the
first 2 numbers and inscription the number below the magnet and having the students
recapitulate the number after me. I for this reason have the students together count reaped ground successive
piece on their own in a puzzle loud till all ten are counted. I the run over of the piece
below the natural ~. Then I ask the students in what plight many magnets are there in this box.
The students be favored with used the one-to-one command by each piece being represented by a
different number. It also uses the enduring order rule because the objects are in a fixed
regulate 1, 2, 3... 10. The students furthermore use the cardinality rule in being able to determine
the total sum up of pieces in the box. The students in like manner used the irrelevance rule
when the magnets are chosen randomly from the assign places to of 10 and placed in a stray
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