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Five Math Concepts (One to One Correspondence (Connecting a number to an…
Five Math Concepts
One to One Correspondence
Connecting a number to an object when counting.
One-to-one correspondence activities develop from the infant's early sensorimotor stage.
Evaluation
Informal activity
Aisha takes a juice box for herself and her friends. Her teacher ask if she can give a juice box to each child at er table.
Formal activity
Ms Zainab shows 5 years old Ali two groups of 10 dirham coins. "find out if both groups of dirhams have the same amount, or if more group has more."
Naturalistic activity
Child can only hold one thing in each hand but can only put one object at a time in her mouth.
Number Sense and Counting
Count means to say numbers in order while assigning a value to an item in the group, basis one to one correspondence.
Start to develop in pre-operational
Evaluation
Informal activity
“I’m six years old.” says 3 years old kate while holding up three fingers. Dad says “ let's count these fingers , one, two, three fingers. how old are you?”
Formal activity
Cindy 4 years old. Her teacher decides that she needs some practice counting
she says, “ Cindy, I have some blocks her for you to count. How many are in this pills?”
Naturalistic activity
Kurt hands Dad two pennies saying. “Here’s your two dollars.”
Comparing
Looking at an object in reference to a known value in order to determine its value.
Start to develop in pre-operational
Evaluation
Informal activity
Formal activity
Naturalistic activity
Logic and Classifying
Grouping objects or events according to common attributes or properties.
Start to develop in pre-operational
Evaluation
Informal activity
There are three houses and three pigs, the child may give each pig a house (three groups) or place the pigs in one group and the houses in another (two groups).
Formal activity
The teacher gives the students two packs and ask the students to sets the different shapes of plants and animals and classify them into two groups.
Naturalistic activity
By age 3, the child sort and groups to help organize his play activities. He sorts out from his things those that he needs for what he wants to do. He may pick out wild animal toys for his zoo, people dolls for his family show. big blocks for his house, blue paper circle to paste on paper, girls for friends, and so on.
Ordering Seriation and Patterning
Comparing more than two things or more than two groups. It also involves placing things in sequence from first to last.
Start to develop in the sensorimotor
Evaluation
Informal activity
Formal activity
The teacher gives her students different colors of beads and ask her students to do their own patterns, by using the beads.
Naturalistic activity
Pete is observed examining his mother’s measuring cups and spoons. He lines them up from largest to smallest. Then he makes a pattern: cup-spoon-cup-spoon-cup-spoon.