Cards and Counters - Revision history

Rosalia at 03:58, 15 October 2009

2009-10-15T03:58:21Z

WikiAdmin: 1 revision

2009-07-20T04:03:39Z

1 revision

WikiAdmin at 20:00, 19 July 2009

2009-07-19T20:00:00Z

WikiAdmin at 05:17, 1 March 2009

2009-03-01T05:17:15Z

Maryvallelonga at 03:01, 21 November 2008

2008-11-21T03:01:48Z

WikiAdmin at 04:31, 24 October 2008

2008-10-24T04:31:02Z

WikiAdmin: New page: ==Cards and Counters== [http://www.wikisori.com/index.php/Mathematics back]

Age

Materials

One set of Numeral cards 1 to 10.
A box of 55 counters of green...
2008-09-26T06:09:00Z

New page: ==Cards and Counters== [http://www.wikisori.com/index.php/Mathematics back] <h3>Age</h3> <h3>Materials</h3> <ol><li>One set of Numeral cards 1 to 10.</li><li>A box of 55 counters of green...

New page
==Cards and Counters==
[http://www.wikisori.com/index.php/Mathematics back]
<h3>Age</h3>

<h3>Materials</h3>
<ol><li>One set of Numeral cards 1 to 10.</li><li>A box of 55 counters of green color.</li></ol>
<h3>Preparation</h3>

<h3>Presentation</h3>
<ol><li>Directress places the cards at random on the table and gives the box of counters to the child.</li><li>The Directress invites the child to find 1.</li><li>She then asks, "What number comes after 1?" The child will then point to numeral card 2. Directress will show the child how to place the numeral cards in order on the table. She then continues inviting the child to find the subsequent numeral card and place them in a row on the table.</li><li>Directress then shows the child how to place the counters under the numeral cards for number 1 to 3.</li><li>Directress then invites the child to count and place the appropriate numbers of counters under the numeral cards.</li><li>When the child finishes placing the counters, the Directress pushes all the even number cards and counters down to differentiate the odds and even.</li><li>The Directress then proceeds to explain the child about odd and even numbers. "Look 1 has no partner. 2 have a partner, 3 have no partner, and 4 have a partner" Referring to the last set of counters under each numeral cards. The ones that has a partner are even numbers and the ones without partners are odd numbers.</li></ol>
<h3>Control Of Error</h3>
<ol><li>There is no control of error in the cards, but the pattern will show the numbers getting bigger and also there are exactly the right numbers of counters - 55.</li><li>Visual image of the pattern of the counters.</li><li>Child's knowledge of the sequence of numbers.</li></ol>
<h3>Points Of Interest</h3>
<ol><li>You may correct the child's placing of counters (where and how they place the counters) but not their mistake.</li><li>There is an alternative way to arrange the counters so that the difference between odds and evens could be shown even clearer. For the odd numbers, we place the single counters in the middle of both the counters above it.</li></ol>
<h3>Purpose</h3>
<ul><li>Provide further practice in counting and associating the correct number of object with the numerals.</li><li>See if the child can place the numeral in the correct order.</li><li>Introduce child to the idea of odd and even numbers.</li><li>Indirect preparation for divisibility of numbers.</li></ul>
<h3>Variation</h3>
The child can take out the material and do the exercise as presented, himself.

@@ Line 1: / Line 1: @@
 <videoflash>5TA5xdgzRUc&NR=1</videoflash>
 === Age  ===
 -6
-<br>
+-6 <br>
 === Materials  ===
@@ Line 12: / Line 12: @@
 === Preparation  ===
 <br>
 === Presentation  ===
@@ Line 18: / Line 18: @@
 #Directress places the cards at random on the table and gives the box of counters to the child.
 #The Directress invites the child to find 1.
-#She then asks, "What number comes after 1?" The child will then point to numeral card 2. Directress will show the child how to place the numeral cards in order on the table. She then continues inviting the child to find the subsequent numeral card and place them in a row on the table.
+#She then asks, "What number comes after 1?"
 #Directress then shows the child how to place the counters under the numeral cards for number 1 to 3.
 #Directress then invites the child to count and place the appropriate numbers of counters under the numeral cards.
 #When the child finishes placing the counters, the Directress pushes all the even number cards and counters down to differentiate the odds and even.
-#The Directress then proceeds to explain the child about odd and even numbers. "Look 1 has no partner. 2 have a partner, 3 have no partner, and 4 have a partner" Referring to the last set of counters under each numeral cards. The ones that has a partner are even numbers and the ones without partners are odd numbers.
+#The Directress then proceeds to explain the child about odd and even numbers.
 === Control Of Error  ===
@@ Line 46: / Line 51: @@
 The child can take out the material and do the exercise as presented, himself.
 <br>
 === Handouts/Attachments  ===
 <br>
-[[Category:Mathematics]][[Category:Mathematics_3-6]]
+[[Category:Mathematics]] [[Category:Mathematics_3-6]]

@@ Line 2: / Line 2: @@
 === Age  ===
+-6
 <br>
@@ Line 52: / Line 52: @@
 <br>
-[[Category:Mathematics]]
+[[Category:Mathematics]][[Category:Mathematics_3-6]]

← Older revision		Revision as of 05:17, 1 March 2009
Line 1:		Line 1:
−	~~== Cards and Counters ==~~	+	<videoflash>5TA5xdgzRUc&NR=1</videoflash>
−
−	<videoflash>5TA5xdgzRUc&NR=1</videoflash>
−
−	~~=== Cards and Counters<br> ===~~
−
−	~~<br~~>

	=== Age ===		=== Age ===

@@ Line 1: / Line 1: @@
-== Cards and Counters ==
+== Cards and Counters  ==
-=== Age ===
+ <videoflash>5TA5xdgzRUc&NR=1</videoflash>
-=== Materials ===
+=== Cards and Counters<br>  ===
-#One set of Numeral cards 1 to 10.
+<br>
 #A box of 55 counters of green color.
-=== Preparation ===
+=== Preparation  ===
-=== Presentation ===
+<br>
-#Directress places the cards at random on the table and gives the box of counters to the child.
+=== Presentation  ===
 #The Directress invites the child to find 1.
-#She then asks, "What number comes after 1?" The child will then point to numeral card 2. Directress will show the child how to place the numeral cards in order on the table. She then continues inviting the child to find the subsequent numeral card and place them in a row on the table.
+#Directress places the cards at random on the table and gives the box of counters to the child.
-#Directress then shows the child how to place the counters under the numeral cards for number 1 to 3.
+#The Directress invites the child to find 1.
-#Directress then invites the child to count and place the appropriate numbers of counters under the numeral cards.
+#She then asks, "What number comes after 1?" The child will then point to numeral card 2. Directress will show the child how to place the numeral cards in order on the table. She then continues inviting the child to find the subsequent numeral card and place them in a row on the table.
-#When the child finishes placing the counters, the Directress pushes all the even number cards and counters down to differentiate the odds and even.
+#Directress then shows the child how to place the counters under the numeral cards for number 1 to 3.
 #The Directress then proceeds to explain the child about odd and even numbers. "Look 1 has no partner. 2 have a partner, 3 have no partner, and 4 have a partner" Referring to the last set of counters under each numeral cards. The ones that has a partner are even numbers and the ones without partners are odd numbers.
-=== Control Of Error ===
+=== Control Of Error  ===
 #There is no control of error in the cards, but the pattern will show the numbers getting bigger and also there are exactly the right numbers of counters - 55.
 #Visual image of the pattern of the counters.
 #Child's knowledge of the sequence of numbers.
-=== Points Of Interest ===
+=== Points Of Interest  ===
 #You may correct the child's placing of counters (where and how they place the counters) but not their mistake.
 #There is an alternative way to arrange the counters so that the difference between odds and evens could be shown even clearer. For the odd numbers, we place the single counters in the middle of both the counters above it.
-=== Purpose ===
+=== Purpose  ===
 *Provide further practice in counting and associating the correct number of object with the numerals.
 *See if the child can place the numeral in the correct order.
 *Introduce child to the idea of odd and even numbers.
 *Indirect preparation for divisibility of numbers.
-=== Variation ===
+=== Variation  ===
-The child can take out the material and do the exercise as presented, himself.
+<br>
-=== Handouts/Attachments ===
+<br>
 [[Category:Mathematics]]

← Older revision	Revision as of 04:03, 20 July 2009
(No difference)