Cardinal number

the students with different cues and questions played an essential role during this unit as they were able to help activate the students prior knowledge. The cues and questions provided when working one-on-one with students was also important as the number of prompting, cues, or questioning varied based on the student. Another equally important strategy was the use of Hands-on activities and a variety of manipulatives, possibly one of the most important components when working with this group of…

dark ages were not really a time of darkness. There were great advancements and inventions during that time. During the Medieval Times, there were many advances in agriculture, science and architecture. Some of the advances include the change of the number system, the change of animals in which they used to farm and the gothic architecture used during this time. There were many advances in agriculture during the middle ages. Many peasants farmed the land with different grains such as wheat,…

In addition, I used ‘pool noodle fractions’ which are pool noodles that have been cut into varies sizes to give a visual representation of a whole number and parts of a fraction. This will give the students a visual representation of a whole number, one-half, one-fourth, and one-eighth. Each fraction will be cut out of different colors of pool noodles to ensure students do not get confused when comparing the two side by side. During the lesson,…

not imply a true understanding of number but that subitizing did. However, by the second half of the century, educator and researchers began developing did ideas about subitizing. Some believed that “subitizing was a more “basic” skill than counting” and others believed that “children develop subitizing later, as a shortcut to counting”(p.1).…

01101000 01100101 01101100 01101100 01101111 00100001 If I’ve caused any confusion, the above jumble of numbers simply means “hello!”—but in binary. And, while the above might not seem like a language, never mind a way of communicating, it’s how computers understand each other. Computers, like us, can speak many languages, too. I am captivated by language: etymology, regional differences, syntax. Whether it’s examining how the traditional brown and white dress worn by capuchin monks inspired…

In preparation for fractions number talk what I observed was very beneficial for students at the carpet it allowed students to discuss and share with one another. I liked the fact that after a student share students had to give a particular cue saying if they agreed with peer. I thought that was awesome. I also like how she went over what to expect during learning at table and how students will share. So some type of feedback was to be expected even if student did not still quite understand. As…

E) Language Development M. (4 years, 6 months) uses various vocabulary when speaking. Her sentences comprise of at least 4 to 5 words each and combined thought. When retelling a story, she understand sequencing events, but confuses some facts. She understands how to use certain words such as “can” and “will” to ask questions like, “can you come play with me,” or “Will you sit next to me?” If she is curious about something, she begins with “how,” “why,” or “what.” M also understands the…

concepts takes years and is built upon pre-number and early number development. Therefore, the development of place value and understanding of the ten-base system needs to be understood in relation to early concepts. Classifying and patterning are elements of pre-number development that need to be developed as part of numeracy. Classifying helps children distinguish what to count and forms a basis for comparison. Interviewing a student about their answer for a number line can highlight issues…

Six Areas of Development Physical Development Goal: Learn to string beads/or items with holes Rationale: The ASQ revealed that she was not able to stringing any of the beads. Strategies: 1.Twist one side of the pipe cleaner. With hand over hand assistance, show her how to use two fingers to grasp the Cheerios, hold the pipe cleaner up wards, and together do the motion of inserting the Cheerios into the pipe cleaner. 2. Tape one side of the pipe cleaner to the table. Mold the rest so it is…

where it is easily accessed by the students. Common misconceptions with students regarding decimals may stem from the ideas that longer is larger or smaller is larger. A common misunderstanding is when students compare numbers by separating the decimal numbers, creating two whole numbers on each side of the decimal. However, this misconception may be hard to recognise as an educator as sometimes it may result in a fluke answer. Example: Which is Smaller? Incorrect Reasoning Correct Reasoning…