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.

## Health Operation Management

(30 points) Problem (Exercise) 1, page 250, from your textbook.

(20 points). Problem (Exercise) 3, page 319, from your textbook.

(50 points) ****Two of the nurses (Mary and Jane) from the textbook example Riverview Clinic Urgent Care Staffing Using Linear Programming (pages 326-330) have decided to work part-time rather than full-time. They would like to work only two consecutive days per week. Because they would be part-time employees, salary, and benefits per nurse-day for these nurses would be reduced to $160 on weekdays and $220 on weekend days. Riverview could hire an additional full-time nurse if needed. Set up the problem in Excel to reflect the possibility of allowing these two nurses to work part-time.

Using Excel Solver, determine how many nurses should be assigned to each possible schedule. Riverview’s goal is still to minimize weekly salary expenses.

Should Riverview agree with Mary and Jane’s request to work part-time? Why?

Should Riverview hire an additional full-time nurse? Why?

Assuming that part-time nurses and any new hire will accept any schedule and preferences (and preferences scores) for the remainder of the nurses are the same (as in the textbook example), what new schedule would you recommend for each nurse? You should use Excel Solver to answer this question.

For part a., you only have to construct an X-bar chart using the standard deviation of the observations to estimate the population standard deviation and calculate the control limits. Parts b., c., and d. are the same as in the textbook.

You have to submit the Excel file with the problem setup, and you should also create an “Answers” sheet (within the same excel file) for the answers to the questions asked in the problem.

This problem has five questions, and you should submit for grading the answers to those five questions and the methods you used to get the solutions.

You have to submit the Excel file with the problem so that I can check your setup for the problem and the Solver. Please make sure you have two different Excel sheets for parts a. and e., as Excel only allows one Solver per sheet. You should also create an “Answers” sheet (within the same excel file) for the answers to the questions asked in the problem.

****Given that this problem is a continuation of the textbook example (pages 326-330), make sure you read the textbook before you start working on the homework problem.

Homework 1 – Grading rubric

Items/criteria

Max number of points

Problem 1.

(Chapter 9)

Exercise 1, page 250

Construct the X-bar chart

10

Is the process in control? Explanation of the answer given.

5

Calculate Cp and Cpk if anytime over 100 minute is unacceptable.

10

Next steps for the lab manager.

5

Problem 2.

(Chapter 11)

Exercise 3, page 319

Capacity utilization of the lab

4 (2 for formula and 2 for the final answer)

Average number of blood samples in the lab

4 (2 for formula and 2 for the final answer)

Average time that a sample waits in the queue

4 (2 for formula and 2 for the final answer)

Average number of blood samples waiting for testing

4 (2 for formula and 2 for the final answer)

Average time that a blood sample spends in the lab

4 (2 for formula and 2 for the final answer)

Problem 3.

(Chapter 12)

Set up the problem correctly in Excel

15

Set up the Solver objective function and constraints correctly

10

Should Riverview agree with Mary and Jane’s request to work part-time? Why?

5

Should Riverview UCC hire an additional full-time nurse? Why?

5

New schedule for each nurse (with the Solver setup)

15