Teaching First Graders to Count college essay help los angeles Biology assignment help

Teaching First Graders to Count A. Counting Principles Counting is a skill that is practiced throughout a student’s education using a variety of methods. One particular method is rote counting or standard order principle. The standard order principle is an understanding that counting is a sequence pattern that is consistent. It always begins with the number 1, then 2 follows, 3,4,5,6, etc. Sequential counting is taught by counting by ones, fives and tens. Circle time in the beginning of the day can incorporate to do daily calendar group activity.

The day of the week, the number of days in a week as well as counting the number of school ays since the first day of school are all part of the daily calendar math. Counting school days can begin by counting in standard order with the first day of school. Each day can be represented by using a picture or symbol such as a picture of an apple. One green apple for each day, then a yellow apple for every 5th day and on every 10th day, a red apple is used. This visual display of counting will show student which apples to count by I’s, 5’s and IO’S as the school year progresses.

In a small group setting with about 10 students, we will first establish that students can identify umbers on a one to one correspondence by counting to 20. Manipulatives such as 20 counting bears in random colors will be placed in zip lock baggies and passed out to the group. Students will be asked to sort the bears by colors first and count demonstrating a one to one correspondence by actively touching each bear as they count. At the end, students should be able to verbally tell their teacher how many green, yellow and red bears they have.

Not every student will have the same number of green, yellow or red bears so this is an appropriate activity to measure and assess one to one correspondence. Once every student has counted, the teacher can ask student to either add or subtract bears and count the bears after theyVe been added or taken away. The lesson is a constant reinforcement of one to one correspondence and the number of bears can differentiate based on the number of the week, the calendar date or the number of school days for that day.

Counting is a skill that is practiced and demonstration of mastering is evident on the higher levers of one to one correspondence that occurs. Order of irrelevance principle is where the student can pick out any twenty random objects to count in the classroom. They could choose textbooks, maps, clocks, blocks or art supplies in the room. Students start at a designated starting point in the classroom, typically by the door, they point at an object and count in beginning with 1 and ending with 20.

Each object that the student points to is represented by a number. B. Assessment The teacher will assess each student as they count using a chart similar to the one such as this: Assessment Chart on Counting 1-20 Date Student Name Number of bears counted Touches each object once Amy Brent David Eddie Frank George Heather Isaiah Julia C. Adaptations of Instruction Once every student has counted, the teacher can ask student to either add or subtract bears and count the bears after theyVe been added or taken away.

The lesson is a constant reinforcement of one to one correspondence and the number of bears can differentiate based on the number of the week, the calendar date or the number of school days for that day. Counting is a skill that is practiced and demonstration of mastering is evident on the higher levers of one to one correspondence that occurs. Students with a learning disability tend to be tactile learners. They need to feel an object to have a better understanding of a lesson such s sandpaper either cut into shapes or numbers.