BEST START 2008 EARLY LEARNING PLAN
|Early Arithmetical Strategies |
Level |Emergent |Perceptual |Figurative |Counting-on-and-back |Facile | |Where are students now?
|Cannot count visible items.
Does not know the number words or cannot coordinate the number words to count items. |Counts visible items to find the total count. Builds & subtracts numbers by using materials or fingers to represent each number. Objects or fingers remain constantly in view while counting. |Visualises concealed items & determines the total by counting from one.
May use fingers to represent the concealed items when the total of two screened parts is greater than 10. |Counts on or back to solve problems. A number takes the place of a completed count. Counts on rather than counting from one to solve + or missing addends tasks. Uses a count-down-from strategy to solve – tasks. |Uses known facts and other non-count-by-one strategies (e.g. compensation) to solve problems (involving one or two digits.) | |What concepts do I need to teach? |Recognises numerals to 10
• Counts visible items to 10 using 1:1 correspondence
• Counts to 10 in sequence
• Uses 1:1 correspondence to count
• Forward number sequence 1-10
• Demonstrates 1:1 correspondence to form groups to 10
• Count number sequence from 1
• Can recognise and name numbers 1-10
• Coordinates number words to count items
• Identifies numerals
• Uses items to represent a number
• Numbers can be represented by symbols
• Items taken from a group leaves a smaller total
• Numeral Identification
• Backward number word sequence
• 1 more 1 less
• When you remove an object from a group that becomes less
• Able to match 1:1
• Able to count using BNWS from 10
• Identifies and co-ordinates the number word with items
• Knows that a number is a collection
• Remove objects one at a time and count in sequence
• Identify and name the number before
• Subtract numbers using materials count from 1
• Counts backwards from a given number eg 10 below using concrete material
|Visualising items concealed from over decade
• Combining groups to make a total
• Subitise
• Counts FNWS to 30+
• Adds numbers using materials
• Adds 2 groups together to make a total
• Correctly vocalises forward number sequence to 20
• Demonstrates 1:1 correspondence to form groups to 20
• Adds two small groups to reach a total
• Counts concealed items and visualises the items
that can’t be seen
• Counts forward number sequence from 1
• Says number before and after
• Visualise concealed items
• Makes friends of ten with concrete materials
• Cross decade to 20 in number count
• To visualise a number uses forward number word sequence from 1
• Oral counting backwards in range 0-15
• Correspond to symbol on 100’s chart etc
• Identifies concealed items in activities
• Subtracting one number is the number before in the backward word number sequence
• Knows that subtraction results in a lesser (smaller) number total
• Identifies friends of ten / numbers
• Say the number word that comes before a given number word in the range 10-1 |Uses number before or after in forward & backward number sequence starting from any number
• Uses / verbalises / continues forward & backward number sequence starting from any number
• Orally manipulates backward number sequence starting from any number
• Backward number sequence starting from any number 30-1
• Recognising a group is made up of individual items and these make 1 group
• Forward and backward number sequence
• Use count on strategy to solve problems
• Counts backward from a given number to identify the amount left (difference)
• The backward word number sequence is used for subtraction of numbers
• Immediate recall of one more, one less
• Identifies number before any given number without dropping back
• Uses backward counting sequence to find total from a given number |Broadening problem solving to include many strategies (doubles, doubles + / - 1 or 2, bridging to 10, difference)
• Uses place value
• Counts from larger number to find total of 2 or more groups
• States number after for any given number
• Counts off decade from any number eg 3, 13, 23
• Uses known facts and other non-count-by-one strategies
• Uses combinations to 10 and 20
• State doubles, near doubles etc
• States number after
• Manipulates numbers into parts eg doubles, 10 and 5
• Knows doubles
• The backward word number sequence is used for subtraction in a count down from strategy
• Using near doubles and doubles
• Counting backwards 100-1 |Applying to problem solving situations – real life link – using larger numbers
• Can apply flexible strategies
• Using 2 digit numbers
• Uses friends of ten confidently
• Applies friends of ten to higher numbers
• Uses known facts such as doubles, near doubles
• Work with numbers greater than 20
• Off decade
• Place value sequences multiples of 10
• Builds upon ten as a unit and ten as a group of 10 ones | |Short, sharp, frequent activities |2 dice roll and add
• Domino patterns – match to numerals
• Match to 10 frame pattern to digit card
• Roll dice (dots) later numeral dice – match counters on ten frame
• Number lines
• Number tracks
• Sing number rhymes and poems
• Buzz Off
• Cross brain counting
• Flashcard
• Pegs on board
• Mother bear / Baby bear
• Fence posts
• Roll dice – count dots
- make on ten frame
• Flashcards 1-10
• Subitising
• Clothesline 1 – 10
• Roll the dice and take the number of counters
• Posting blocks
• Count 5 colours
• Counting equipment
• Counting children – boys, girls
• Counting teddies
• Ten frame in order 0-10 (called Silent Ten)
• Buzz – Ten is the number with power – stand up and be a superpower. Then all copy. Keep going until everyone is in
• Counting items ................
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