# Numerical and Proportional Reasoning by yurtgc548

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```									Numerical and Proportional
Reasoning
By Tim Goring and Cintli
Sanchez
Ed 200 Project Fall 2005
Trinity College
Beginning Math for Pre-K
students

Necessary skills for a smooth
transition from Pre-K into
Kindergarten based on Connecticut
Framework
Objectives
Common theme is seasons
• Count out loud and assess the number of
objects in a set.
• Compare sets and arrange them by color in
order of more, less, or same amount.
• Arrange objects using terms first and last.
• All objectives are taught using the four
seasons and the pictures/objects the
season is associated with. A book will be
read that is related to each season or
objective. (Ex. Leaves, Pumpkins=Fall, Snowmen=Winter,
Flowers=Spring, Sun=Summer)
Objective 1
Count out loud and assess the number
of objects in a set

Activities: Unit 1, Day 1, Season of Fall
1. Song about counting and subtracting
leaves. Five students are leaves, Wind and
Counter are two other students. Repeated
three times throughout the day.
2. Counting game that consists of counting
the number of letters in classmates’
names. Each letter is a pumpkin cutout.
Ex. AMIR, four letters, four pumpkins.
Objective 2
Compare sets and arrange them by color in
order of more, less, or same amount
Activities: Unit 2, Day 2, Seasons of Winter,
Spring
1. Counting toy snowmen. Separate buckets
of white and blue snowmen. Take
handfuls and decide which is more, less,
or same amount. 3 times.
2. Picking combinations of colors of flowers
and deciding which color there is more of,
less of, or if they are the same. Ex. 4
flowers total, 3 white, 1 red.
Objective 3
Arrange objects using the terms first
and last
Activities: Unit 3, Day 3, Season of
Summer
1. The book If You Give a Mouse a
first, last things that mouse did/ate.
2. Arranging colored paper suns and
saying what color sun is first, last in
order.
Field Trip!
Day 4
Trip to the park where students count objects
(geese, leaves, trees) and apply each
objective. Ex: Five geese (counting), red tree
first-yellow tree last, more geese over here
than over here. Possibly pay parents to
chaperone the trip to encourage parents to
be part of their child’s learning.
Evaluation, Day 5
• The teacher has a spreadsheet that
includes all students and each
objective. Each child receives a check
if they demonstrate that they know
each objective, an X if they do not.
The teacher completes this evaluation
one on one with the child.

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