week 4 Flashcards
Describe the essential skills needed to develop early number concepts, giving an example of each. (5)
Number sense is described as “good intuition about numbers and their relationships”.
Essential skills and number sense are developed as a result of exploring numbers, visualising them in a number of contexts, and relating them in ways that are not limited by traditional algorithms.
Skills
- Sorting and Classifying: involves making decisions about how to categorise things, for example, grouping objects based on their shape, colour or size.
For example in an infants classroom, coloured teddy bears could be used and classified by colour. - Ordering and sequencing - involves grouping within a or abiding to a certain rule or pattern.
For example, organising a group of numbers into ascending order. - One-to-one correspondence: involves giving a number name to each object in a group (counting).
This skill can be encouraged through showing the student two sets of 6 counters spread out in a line. - Patterning: mathematically a pattern is about being predictable and must include at least two repetitions.
For example, patterns with concrete materials, repetitive actions (heads, shoulders, knees and toes…) and clapping rhythms.
- Subitising: is the process of instantaneous recognition of number patterns without counting.
Using dice, children can recognise the numbers instantly.
Why is it important for children to develop a strong understanding of “ten”?
(Go over notes)
It is essential that children develop a strong understanding of ten as an entity.
Students must be able to recognise that 10 is not just another number symbol, similar to 8 for eight but it represents place value, that there is a one in the tens column and a zero in the ones place. Without this understanding students cannot make meaningful connections to larger numbers and number relationships cannot be attained.
Ten frames have been specifically developed in assisting children to understand the notion of one ten is ten ones, the interanlise of this relationship is crucial to the meaningful development of larger numbers.
Ten uses a place value and is comprised of 1 in the tens place and 0 in the ones place, without this recognition children will have difficulty in counting on from 10.
Describe three activities that develop the concept of “ten-ness” and explain why they would
be useful for this
(go over notes)
1) ten frames -
- Tenframes are visual models for tens and ones that link the earlier understanding of numbers.
- they keep track on counting.
- help see number relationships- children can visually see that 2 dots + 1 more is 3.
- placing the ten frame horizontally = uses 5 as a benchmark. Children can see what is more than 5 easily.
- using ten frame vertically= introduces addition concepts.
= encourage the skill of subitising.
2) Bundling sticks
bundling sticks can also be played, when children roll a dice and add the numbers together and collect that amount of sticks. Once the children reach ten, they can then tie a ribbon around the group of 10.
This helps the children visually recognise that there is 10 in that group and it is an entity of 10.
3) Win a flat is a trading game, using shorts, longs and flats.
Each pair or group needs 2 dice, shorts, longs and flats. One child will roll the dice and add those numbers together; they will then collect that many shorts or longs to represent their number. Once the others within the group have repeated the same step, player one will roll the die again and add the new numbers. For example, say player one had 8 and then just rolled a 4, they would trade their 10 shorts for a long and continue playing.
The winner of the game is one who reaches the flat first. This fun, interactive, hands on activities assists children in understanding numbers and representations.
How does the Numeracy Continuum help the teacher of K-6 mathematics?
The numeracy continuum is a progression of learning that can be used when observing students working on problems in Mathematics.
- The numeracy continuum helps teachers understand where their students are at, how to move them along to the next stage of the numeracy continuum and how to assess them. It provides teachers with:
- goals making them aware of what they know and what they need to know
- How to differentiate students
- assists to place students in groups
- how to differentiate the curriculum using ‘good’ open ended questions to start at their level
Select a specific assessment item from the CMIT SENA 1. Explain where a student who could
not complete this task would fit on the Numeracy Continuum and provide an activity that would support this student to complete this task successfully.
Justify your choice.
Go over notes
For the assessment I have chosen
“I have seven apples and I get another two apples.
How many apples do I have altogether?”
For some children visualisation is a very difficult thing to grasp particularly in their early stages of schooling. For this assessment I would use props in an effort to help their visualisation process, possibly cut out apple shapes.
The students then will be able to see 7 and another 2 and be able to come to the answer of 9. The repetition of the visual representation will hopefully develop their visualisation strategies.
Visualisation is the ability to see and understand a problem situation. Visualising a situation or an object involves mentally manipulating various alternatives for solving a problem related to a situation or object without benefit of concrete manipulatives. It can be a powerful cognitive tool in problem solving and is essential in the learning and application of mathematics.
