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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 […]

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,

  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

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,

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

Mathematics Concepts and Curricular Activities Content standards and mathematics concepts are heavily emphasized in preschool and primary grades curricula and classrooms. It is important for early educators to understand the hierarchical nature of how mathematical thinking grows and children’s need for concrete materials and hands-on experiences to eventually develop abstract reasoning. Each of the following

Mathematics Process Skills and Science/Engineering Practices Mathematics Process Skills Science/Engineering Practices Inquiry and problem solving Reasoning and proof Communication Connections Representations Asking questions (for science) and defining problems (for engineering) Developing and using models Planning and carrying out investigations Analyzing and interpreting data Using mathematics and computational thinking Constructing explanations (for science) and designing solutions

Mathematics and Science Standards Fundamental concepts and their application to problem solving in mathematics and the sciences are interrelated. This idea is reflected in the current national standards for mathematics and emerging new standards for science that integrate knowledge and process skills in mathematics and practices in science and engineering while also placing increasing emphasis