Apr
16
2020
M2.1
By dgilroy
Submitted by dgilroy on Thu, 04/16/2020 - 11:10am
Posted: Thu, 04/16/2020 - 11:10am
Foundation:
2 - Computation and Algebraic Thinking
Topic Description:
Exhibit understanding of mathematical structure
Description:
Mathematical structure is the application of previously developed skills, such as language, to make sense of new mathematical ideas. Provided the opportunity to experience mathematics in a variety of forms, children will develop an understanding of new mathematical concepts.
The development of understanding mathematical structure skills leads to:
*Applying known structures to new structures.
*Counting by ones (1,2,3), then counting by tens (10,20,30) etc.
*Development of strategies that children show in performing simple arithmetic
*The ability to reason and explain their mathematical activities
Looking Ahead to Kindergarten:
In kindergarten, students will use objects, drawings, etc. to decompose numbers less than or equal to 10 into pairs in more than one way, and record each decomposition with a drawing or an equation (K.CA.3).
Looking Ahead to Family Engagement:
Encourage families to:
*Have their child distribute cookies or toys to family members, with each person getting an equal number.
*Help their child think about the permanence of a set. (e.g. Put a specific number of objects in a row, and then change the arrangement. Then families can ask, “Are there more or less?”).
*At the grocery store, encourage families to ask questions about what there is more of in the cart (e.g. ”Did we buy more apples or tomatoes?”).
Looking Ahead to Special Populations:
Educators can:
*Pre-teach new terms and language and post visuals around the room.
*For DLL, use interventions focused on matching quantity and comparison terms in the child’s home language to English.
Powerful Practices:
Across all developmental stages, educators can:
*Play games where small quantities are combined or taken away, and point child’s attention to the new quantity (e.g. a numeric card game or a simple educator created game using a dice or spinner.)
*Provide loose parts that can be grouped and ungrouped.
*Share simple math boards in zip-lock bags for families to use at home.
Powerful Practices - Younger Toddler:
Provide materials and encourage children to fill and dump
Play simple games that encourage the child to take away or add to a larger group (e.g. “Can you take all the dogs out of the pile of animals?”)
Powerful Practices - Older Toddler:
Play games where child guesses what items are added or taken away from a larger group of items
Provide opportunities during play for child to play with numbers and make predictions (e.g. “How much playdough would you like?” or “How many blocks tall do you think you are?”)
Powerful Practices - Younger Preschool:
Provide a variety of materials (e.g. loose parts) that can be grouped and ungrouped, drawing attention to the concept that combining groups creates a larger group and taking away creates a smaller group
Powerful Practices - OlderPreschool:
Play games where small quantities are combined or taken away drawing attention to the new quantity
Provide materials that can be used for adding and subtracting