Importance Of Oral And Written Names For Numbers

Children use numbers with daily activities eg. Songs. They also develop a range of flexible methods for working mentally with numbers. For example, when playing number games and flash cards.

With one child I was supporting them whilst writing their own name. By the end of the activity they were all using a pencil and holding it effectively to form recognisable letters.

Signs, symbols or pictures. Visual clues (now and next chart, timetable. PECS (picture exchange communication)).

Students are thus learning through the representation in options for language, mathematical expressions and symbols, with strategies to Clarify vocabulary and symbols, syntax and structure, promoting understanding across languages, illustrating through multiple media, decoding text, mathematical notation and symbols. Furthermore, representation provides options for comprehension, activate or supply background knowledge, highlights patterns, critical features, big ideas and relationships, guide information processing, visualization and manipulation, maximize transfer and generalization. ( National Center on Universal Design for Learning, 2014)

Students will use the words more or greater than, less than, same or equal to through and interactive text on numbers.

“So during this unit we have been working on adding numbers that equal greater than 10, and tomorrow we even started subtracting from numbers that are greater than ten. Before we continue on however, I want to teach you a little strategy on how to use a tens frame to help you solve problems.”

Literacy is a vital part of all later learning. Because of this, the children will engage in hands on activities that relates to what they have read and give them opportunities to make up their own versions, as well as make up their own stories. They will have a large group story time and a partner reading time. An ample variety of books will be available at all times. Signs with words and pictures will be posted around the classroom showing, daily activities, objects that are used daily, and the placement of toys and

1) When adding to the two numbers, this child started at hundreds place, the added the digits together without taking into account their value given by the place. The child then added the digits together for all numbers, but was able to understanding that the sum of each value should be “stacked” and added together. Although the child didn’t understand that a 700 was embedded within the number, the child had the number sense to know that answer wasn’t correct; the child said the answer should be 1000-something since the numbers being added were large. Once prompted by the interviewer, the child was able to apply place value understanding, but only with strong scaffolding. The child wasn’t able to independently identify the mistake and fix the tens and the ones without further prompting. The child was ale to correctly identify place value when asked, and could multiple the value times the digit to find the number (7 in the hundreds place = 700). When adding the 100s place, the child knew the answer was one thousand, but when adding the tens, the child said the answer was ten-hundred. However, at the end, the child was able to add the three

Again, knowing the label “subitizing” aided me in becoming comfortable discussing mathematics. The new vocabulary I learned was an important part of becoming more mathematically fluent, but alone cardinality and subitizing are not enough to fluently compute numbers.

writing with pictures to help the pupils with understanding the words. Also, they should be

Shelfs were labeled with what is inside of them along with children's cubbies. In the UPK room two classes take place in this room throughout the day. The younger class has a picture of the child with their name to help with literacy, while the other class does not because they have already learned their names. The two classes names are written on two different color paper. Another important literacy element found was a list of events that would take place in the children's day this was found in both the UPK room and the other center. A welcome sign was shown by the entrance to the classroom along with important information in bold large letters. Names of the teachers and their pictures are displayed, showing that literacy is found in names as well. Unlike The Effie-Bennett Powe Center the UPK classroom has a computer center for more literacy enrichment games. CDs are in the classroom that promote singing, using listening

Some of my favorite assignments were ones that involved reading chapters from Outliers by Malcom Gladwell. This book always took my preconceived notions and tore them down piece by piece. I particularly enjoyed “Rice Paddies and Math” because of the way it tied math capabilities to culture. It is not a connection I would have made on my own but it is one that makes a lot of sense to me now. First, Gladwell points out that Asian kids are able to learn how to count faster than their Western counterparts because their number names are very brief (228). The short number names allows them to memorize more digits. The number naming system in Asian languages are also more logical. For example, “Eleven is ten-one. Twelve is ten-two. Twenty-four is

Something I learned in the Do Things Right Packet was the correct use of numbers. The packet explains that when writing numbers one through nine, it is necessary to write out the number. When writing any number greater than nine, one should use the Arabic numerals. It is important to remain consistent with Arabic numerals and spelled-out numbers. As an exception, it is important to always spell-out numbers at the beginning of a sentence, regardless of whether or not the number is greater than nine.

The previously mentioned recommended learning strategies for the very strong read/write learning preference of this student compare near-perfectly with the strategies currently in use. This student however, frequently incorporates visual approaches to writing by using different colored highlighters to categorize and connect different thoughts. Sticky notes, often having various bright colors, adorn books, periodicals, Bibles, and even the course syllabus for this class. Often when communicating in writing with others, words are circled followed by arrows that point to a reply the writer has written. Visual learning strategies are very important to this author’s success

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).