Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in […]
Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in
Stop and Reflect How did this project involve children in mathematics and science processes reflected in the standards? How might you have documented the work children were doing to encourage ongoing discussion and problem solving? Temperature Understanding that temperature is something that can be measured is abstract and difficult for young children other than in
The Twenty-Four Foot Python: A Teachable Moment about Measurement Ms. Deanna was working her way through Shel Silverstein’s book Light in the Attic (1981, p. 44) with her preschool/kindergarten class when she came to “Snake Problem”: It’s not that I don’t care for snakes, But oh what do you do When a 24-foot python says
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Linear Measures, Weight, and Volume Examples of standards measuressuch as a growth chart, weight scale, or masking tape on the floor to mark off distances in inches or feetshould be displayed and used to build awareness of linear measures (length, width, height). Children should be encouraged during play to describe nonstandard measurements, such as “How
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Spatial Relationships Activities that promote spatial relationships focus on encouraging children to locate bodies or objects in space, use their knowledge of spatial relationships to describe where something is located, interpret representations of spatial relationships (mapping), and represent spatial relationships with symbols (mapping). Active games such as hide and seek, duck-duck goose, or building an
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Patterns and Patterning In mathematics, a pattern represents a repeating series of any kind. We want to help children learn to recognize, replicate, represent, and extend visual, sound, and motor patterns. Many of the typical materials in Figure 10.2 are useful for learning about, copying, and creating patterns. To identify a pattern, children apply classification,
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Symbolic Representation Like counting, learning to represent numbers with the corresponding numeral is developmentally sequenced. A child who counts correctly does not necessarily associate the number with its matching symbol. Thus many materials that support learning to countsuch as an abacus, Unifix cubes, or dominoesdo not feature numerals. Conversely, being able to trace or
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One-to-One Correspondence Hemera / Thinkstock One-to-one correspondence develops as the child learns to match one object with a corresponding space or item. The most fundamental concept of number is one-to-one correspondence, which is basic to understanding equivalence and conservation and necessary for counting. Children demonstrate one-to-one correspondence when they distribute items saying, “one for me,
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Number and Operations The primary goal for numbers and operations is developing number sense, or “intuition” about the meaning of numbers in relation to other numbers (Charlesworth, 2005; Campbell, 1999; Witzel, Ferguson, & Mink, 2012) For example, a child who knows that 4 represents 1 more than 3 (2 + 2, 3 + 1), and
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