602.4.12 Cardinality To 15
Task: 602.4.15-04, 38, 39 (Tk 1)
A. To help a group of 10 first-graders count rationally to 15 requires that the students be able to perform the 4 principles of counting:
1. Each object that is being counted is assigned only one number to represent it. This is called one-to-one correspondence.
2. When counting a group of objects there is a fixed order sequence of numbers. This is called stable-order rule.
3. The last number given to the last object counted represents the total number of objects. This is called the cardinality rule.
4. The order of the objects being counted doesn’t matter. This is called the order irrelevance rule. The students already understand how to rationally count to10 so I am going to build on this prior knowledge and take it to 15. The steps I would use would be to:
1. Using some magnetic manipulatives I would start with a group of 10 magnets in one group on a white board and 5 others in a different group on the board. I am using the magnets because they are easy to move around and the white board allows me to write and erase the name of the number down below the magnet. There is no pattern to the magnet placement in the large or small group. They are randomly placed inside the group.
2. I would start by …show more content…
This allows the student to practice with the help of an older student. The ELL or learning disability student getting the extra practice and help will give them the extra support they may need to meet the expectations of 3 out of 4 rows colored correctly. The supporting student will have the learning student color in random numbers of squares they call out. Practicing like this will help them through any possible confusion and strengthen their understanding so that when the take the assessment they are more comfortable with what is being asked of them. The reason for this is not to reduce expectations but to give the extra support so the student can meet the
A. To help a group of 10 first-graders count rationally to 15 requires that the students be able to perform the 4 principles of counting:
1. Each object that is being counted is assigned only one number to represent it. This is called one-to-one correspondence.
2. When counting a group of objects there is a fixed order sequence of numbers. This is called stable-order rule.
3. The last number given to the last object counted represents the total number of objects. This is called the cardinality rule.
4. The order of the objects being counted doesn’t matter. This is called the order irrelevance rule. The students already understand how to rationally count to10 so I am going to build on this prior knowledge and take it to 15. The steps I would use would be to:
1. Using some magnetic manipulatives I would start with a group of 10 magnets in one group on a white board and 5 others in a different group on the board. I am using the magnets because they are easy to move around and the white board allows me to write and erase the name of the number down below the magnet. There is no pattern to the magnet placement in the large or small group. They are randomly placed inside the group.
2. I would start by …show more content…
This allows the student to practice with the help of an older student. The ELL or learning disability student getting the extra practice and help will give them the extra support they may need to meet the expectations of 3 out of 4 rows colored correctly. The supporting student will have the learning student color in random numbers of squares they call out. Practicing like this will help them through any possible confusion and strengthen their understanding so that when the take the assessment they are more comfortable with what is being asked of them. The reason for this is not to reduce expectations but to give the extra support so the student can meet the