Teaching Math to Young Children. Cognitively Guided Instruction. In a first grade class…. Three children successfully solved addition and subtraction tasks for two digit numbers.
Cognitively Guided Instruction
Steven had 4 toy cars. He wanted 9. How many more toy cars would Steven need to have 9 altogether?
Show how a kindergarten or 1st grade student might solve this.
Liz had 8 cookies. She ate 3 of them. How many cookies does Eliz have left?
Liz has 3 marbles. How many more marbles does she need to buy to have 8 marbles?
Liz has 3 fish. Tom has 8 fish. How many more fish does Tom have than Eliz?
Try each of the problems. Think about how students might model the action in the problem.
Discuss your solutions with a partner.
As you watch the video, think about which problems seem harder for Rachel.
Result Change Start
Unknown Unknown Unknown
Join 5 + 2 = 5 + = 7 + 2 = 7
Separate 8 – 3 = 8 – = 5 – 3 = 5
Try “How Would Children Solve These Problems?” using each of the types of strategies.
Then try “Finding a Problem for a Strategy” – the Jeopardy Game of CGI.
Use problems like these often in class and record students’ progress through the strategies.
The packet has so many problems that you shouldn’t run out, but if you do, they’re easy to make up.
The teacher’s role is to guide student’s learning by knowing each child’s cognition.
Record students’ strategies.
You’ll be amazed to see the variety of ways of thinking.
Using objects grouped by ten: