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    Mathematics 1-8 - Part15

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    yitages
    1) This document outlines learning strategies and assessments for teaching early number concepts including counting, comparing, ordering, and place value of numbers up to 20. 2) Suggested learning strategies include using objects, fingers, songs, and games to teach counting, one-to-one correspondence, comparing quantities, ordering numbers, and representing numbers using groups of 5 and 10. 3) Assessments include checking students' ability to read and write numbers, correctly match numerals to quantities, answer oral questions, and explain their representations of numbers using objects, diagrams or expressions.

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    © All Rights Reserved
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    Mathematics 1-8 - Part15

    Uploaded by

    yitages
    22 views2 pages
    1) This document outlines learning strategies and assessments for teaching early number concepts including counting, comparing, ordering, and place value of numbers up to 20. 2) Suggested learning strategies include using objects, fingers, songs, and games to teach counting, one-to-one correspondence, comparing quantities, ordering numbers, and representing numbers using groups of 5 and 10. 3) Assessments include checking students' ability to read and write numbers, correctly match numerals to quantities, answer oral questions, and explain their representations of numbers using objects, diagrams or expressions.

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    4. Mathematics 1-8_Part15

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    1) This document outlines learning strategies and assessments for teaching early number concepts including counting, comparing, ordering, and place value of numbers up to 20. 2) Suggested learning strategies include using objects, fingers, songs, and games to teach counting, one-to-one correspondence, comparing quantities, ordering numbers, and representing numbers using groups of 5 and 10. 3) Assessments include checking students' ability to read and write numbers, correctly match numerals to quantities, answer oral questions, and explain their representations of numbers using objects, diagrams or expressions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    22 views2 pages

    Mathematics 1-8 - Part15

    Uploaded by

    yitages
    1) This document outlines learning strategies and assessments for teaching early number concepts including counting, comparing, ordering, and place value of numbers up to 20. 2) Suggested learning strategies include using objects, fingers, songs, and games to teach counting, one-to-one correspondence, comparing quantities, ordering numbers, and representing numbers using groups of 5 and 10. 3) Assessments include checking students' ability to read and write numbers, correctly match numerals to quantities, answer oral questions, and explain their representations of numbers using objects, diagrams or expressions.

    Copyright:

    © All Rights Reserved
    Download as PDF, TXT or read online from Scribd
    Download as pdf or txt
    of 2

    Competencies Contents Learning Strategies Assessment

     Provide set of plates with dots are drawn from number 1 to 10 and an empty
    plate, with no dot on it, so that the concept of number zero is established with Question students to
     Count objects in 2 1.5. Read and write to 20 words „no‟ dots, „no objects in the set‟ and „none‟. count from one number
     Count numbers to 20 in 2; 2,4,6, in words
     Sing a song of counting down music like “five little monkeys jumping on the to another.
    …
    bed” or “10 green bottles on the wall”.
     Count fingers in 5
     Count numbers in 5; 5, 10, 15,20  Provide 10 counters and let the student count forward up to then then count Follow up students
    backwards by removing each counter. skip counting
     Write 1-20 in words  Count and Move: Make children to count from 1 to 10 starting from crouching exercised and errors
     Read aloud numerals up to 20 in to stand and return crouching with counting backwards have been minimized.
    words  Yes: Make Children Stand and Count from 10 0r other number, backwards
    crouching down a bit with each count. Let they yell “Yes” when they reach one.
     Understand the last number to tell
    the number of objects counted  Provide pictures of number and let students read each digit
     Understand number of objects to  Let the student represent numbers with drawing equivalent objects
    20 regardless of arrangements  Ask a student to count from a number like „count from 3 to 6”.
     Read each digit in house numbers  Provide two sets of objects and request the student to tell the number in one
     use one-to-one correspondence to group (subitize) then count forward the other set. Check students can read
    solve problems by matching sets  Support students to determine numbers just “before” and just “after” a given numbers and register
     Represent equivalent forms of the 1.6. Meaning of numbers number their progress
    same number using physical
    models, diagrams, and number  Provide a set of objects and let the student count by moving objects in pair,
    expressions (to 20) telling out loud as 2, 4, 6,… (not more than 20)
     Let student tell out loud to count numbers verbally in pairs.
     Using own‟s and other student‟s fingers to count as 5 from one hand, 10 from
    the other, 15 from one owns hand and 20 from the remaining. Take oral questions and
     Provide a written word numbers or write on board as “One, Two, …” so that the make sure the students
    students practice reading and writing number words. have matched the
    number, numeral and
     Provide different set of objects and prepare prompts like “Who has more?‟,
    objects or figures
    “Are there enough?”, “how many are there?” to develop cardinality concept. correctly.
     Guide the student to represent the number in different models including with
    different arrangements.
     Request students to provide a different representation of numbers given a
    number. [It could be counters their fingers, drawn figures, or written word] And
    ask students to explain what they observe from theirs and others‟
    representations.
    Unit 2: Comparing and ordering Numbers (14 periods)
    Learning Outcomes:
     Compare two numbers
     Order Numbers

    Competencies Contents Learning Strategies Assessment


     Put numbers on number line using 2.1. Comparing two  Having dominoes or printed cards with dots, ask students to arrange
    Take anecdote with the
    “before”, “after” and between” numbers the dominoes or cards from smaller to larger. checklist of students as
    numbers  Provide classified stick and papers with dots or figures of different they can label a set of
    numbers request students to fix/stick papers on the stick so that they objects up to 20 with the
    could build the number line concept. written numeral
     order sets by the number of objects
    in them 2.2. Ordering three  Let the students compare numbers on the number line. Take oral questions and
     Compare numbers of two groups of numbers  Provide sets of objects and make the student to combine the objects make sure the students
    objects to make ten. have matched the number,
     Order numbers on a number line  Use maximum of 2 ten frames so that students put counters or other
    numeral and objects or
    2.3. Ordering numbers to figures correctly.
    20 objects on them so that rows/columns be counted as one 5, or full
     Combine sets of objects to make 10 Observe the models are
    2.4. Grouping by ten ten frame as 10 and grouping concept in 5 and 10 be developed
     Tell „how many ones and tens are properly used to and ask
    there‟ in whole number  From a collection of objects maximum of 20, ask the student „how
    for explanation from
     Group objects in five and ten many tens and how many ones are there‟ in the group. student
     Provide a collection of objects maximum of 20, ask the student to
    Make students play games
    form group of 5 and repeat the question for groups of ten.
    of making ten or other
    2.5. Place value of units  Provide match sticks and strings and give some amount of sticks for grouping games and check
     Develop place-value concepts for the students and let them count and when the have 10 match stick
    and tens the whether the skills are
    two-digit
    let they tie them together and ask them „what is that mean‟ for them acquired through games.
    and „what about the remaining untied sticks‟.

    Unit 3: Addition(23 periods)


    Learning Outcomes:
     Add numbers using different strategy
     Understand addition expressions

    Competencies Contents Learning Strategies Assessment

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