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Numerical and Proportional Reasoning

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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
   Cookie. Demonstrate knowledge of
   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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