Math for Pre-Kindergarten. T/TAC at VCU. Activity. Your concerns. Students have difficulty with: Recognizing the numerals 1-10 Counting One-to-one correspondence Half and whole Patterns Writing the numbers 1-10. How can we address them?. Let’s examine…. Assessment Curriculum
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T/TAC at VCU
Students have difficulty with:
Four year olds:
- spontaneously use math to solve real problems
- begin to develop one-to-one correspondence with small groups
- estimate quantities randomly
- sort objects by classifying
- count objects up to 10 with few mistakes
- recognize more complex patterns
- enjoy beginning games that involve moving markers around a board
- use relationship words
- sequence 5 or more objects
- classify objects into sets
- count a small number of objects and recall that number
- confuse sets within sets
(Stupiansky and Stupiansky, 1992)
It’s the process of observing, gathering evidence about a child’s knowledge, behaviors, and dispositions; documenting the work that children do and how they do it; and making inferences from that evidence for a variety of purposes. (Copley 2000)
- takes place before, during, and after instruction
- make adjustments to curriculum and instruction
- identify the strengths and needs of children
Observing and Listening
- observe children’s actions, behavior, and interactions with others
- develop good questioning skills
- use the information to plan instruction
- samples of children’s work
- anecdotal records
- audiotaped descriptions of problem solving discussions
Assessing learning and development
- teachers assessing their own growth
- assessing children’s growth in math understanding
(Helm & Gronlund, 2000)
Read about Rachel and Tiffany.
How would you assist Rachel with her mathematical understanding of one-to-one correspondence and seriation?
It assists you with making decisions for your students.
1. How will they demonstrate the concept or skill in the classroom?
2. How can you set up my environment?
3. What learning experiences will we have?
“The student, given a set containing 10 or fewer concrete items, will identify and describe one set as having more, fewer, or the same number of members as the other set, using the concept of one-to-one correspondence.”
“The student, given a set containing 10 or fewer concrete items, will
a) tell how many are in the set by counting the number of items orally;
b) select the corresponding numeral from a given set; and
c) write the numeral to tell how many are in the set.”
Proportion of children who counted nine objects correctly (Meljac, 1979):
1. The ability to say the words in the correct sequence.
2. The ability to count objects (i.e. make a one-to-one correspondence between the words and the objects).
3. The choice of counting is the most desirable tool.
“The student will sort and classify objects according to similar attributes (size, shape, and color).”
“The student will identify, describe, and extend a repeating relationship (pattern) found in common objects, sounds, and movements.”
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