There are 3 main points:
1) Model - To be a model and set an example for the children (Children tend to learn by imitating)
2) Scaffold - "A scaffold is temporarily and not supposed to be part of the structure"
3) Independence - Children need to be given time to explore and learn independently
4 main things that children need to have in order to do rote counting:
1) To classify
2) Ability to rote count in sequence from 1-5 or 1-10
3) One-to-one correspondence
4) Conceptual understanding of cardinal numbers
- A new word for the day: Subitize
Definition: To perceive at a glance the number of items presented
(the limit for humans being about seven)
- "We cannot count things that have different nouns"
Example: We can't count 2 apples and 4 oranges together unless the question states, "How many fruits are there altogether?"
We need to rename the noun to "fruits"
It's odd how we are so used to speaking that we often overlook how counting should take place. I think we ought to define in clearer terms when the children are asked to execute a particular instruction.
- Red Bean Game
One thing I enjoyed most is trying to figure out the problem where we did the activity on the red beans. (This is for two players. Select any number less than 20. Take turns to subtract either 1 or 2. The winner is the player who gets to zero. Think about the strategy to win the game.)
We found out that the "Bad" numbers are 3, 6 and 9
*I will play this game with my parents/sibling some time soon and see if there are other "bad" numbers! :)
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