Babies can distinguish small quantities like 1-3 objects without counting. Counting is not the best way for young children to learn numbers and can undermine their understanding of quantity. Instead, children should learn to visualize and recognize quantities in groups of fives and tens through using their fingers, tally sticks, songs, and a number naming system that reflects place value like the traditional Chinese system.
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
What is Jolly Phonics & 5 skills of Jolly Phonics.pptxShubhVyas4
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How to home school kids during school closures - This is our new normal - be...Lynn Scotty
As an educator and parent this is an unsettling time for all of us, especially our kids! This is the first of many videos to help parents teach during school closures. It is an introduction that starts with 4 basics:
1) Don't pull out your hair
2) Keep a routine - help kids find normalcy in the unknown
3) Know the purpose of each lesson (reading and math)
4) Have realistic expectations for you and your kids
You've Got This! Video can be viewed on
https://youtu.be/hPLj-QGf8r0
I have uploaded a site with imges of childrens work done at the workshop
'Sensing nature;knowing nature' at Aruvacode,Nilambur.
All the work is done with absolutly no help from adults.
I think it reveals the fact that children needs to be left alone to create
knowledge or make sense of the world.
http://my.opera.com/jinankb/albums/
http://www.hindu.com/quest/200409/stories/2004091102540400.htm
www.paradigmsofknowing.org
A Powerpoint workshop on 'Reading Strategies & Phonics at Home' designed specifically for Hong Kong primary parents.
*Creating a Positive Home Reading Culture.
*The Importance of Phonics.
*‘Decoding’ New Words.
*Ideas and Resources.
*Conclusion.
*Questions & Answers.
What is Jolly Phonics & 5 skills of Jolly Phonics.pptxShubhVyas4
Jolly Reading is an Online & Offline Phonics class in Mumbai for Jolly Phonics, Advanced Phonics, Jolly Grammar & English-Speaking for the last 18 years. We offer an internationally recognized and accepted methodology known as Jolly Phonics & Jolly Grammar from the CPD college in the UK. We have the vision to provide high-quality education and innovative methods for learning the English Language.
How to home school kids during school closures - This is our new normal - be...Lynn Scotty
As an educator and parent this is an unsettling time for all of us, especially our kids! This is the first of many videos to help parents teach during school closures. It is an introduction that starts with 4 basics:
1) Don't pull out your hair
2) Keep a routine - help kids find normalcy in the unknown
3) Know the purpose of each lesson (reading and math)
4) Have realistic expectations for you and your kids
You've Got This! Video can be viewed on
https://youtu.be/hPLj-QGf8r0
I have uploaded a site with imges of childrens work done at the workshop
'Sensing nature;knowing nature' at Aruvacode,Nilambur.
All the work is done with absolutly no help from adults.
I think it reveals the fact that children needs to be left alone to create
knowledge or make sense of the world.
http://my.opera.com/jinankb/albums/
http://www.hindu.com/quest/200409/stories/2004091102540400.htm
www.paradigmsofknowing.org
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http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
1. Math and the Young Child
by Joan A. Cotter, Ph.D.
Babies can distinguish between 1, 2, and 3 objects and do this without counting. Even though
everyone seems to teach counting, it is not the best way to help children with beginning
number concepts.
Background
In the U.S. and Canada, counting is considered the basis of arithmetic; children engage in
various counting strategies for adding or subtracting: counting all, counting on, and counting
back. Japanese children, on the other hand, are discouraged from counting. Instead, they learn
to recognize and visualize quantities in groups of fives and tens. Their teachers consider
counting to be slow, unreliable, and unmindful of place value.
Visualization is the ability to produce visual mental images, or to see in one’s “mind’s eye.”
The vast majority of children are very visual. We also know from research that five-month-old
babies can distinguish between one to three objects. By twelve months, many babies can
discern up to four objects. These babies are visualizing and not counting the objects.
Counting, that ritual of pointing to each object while reciting a counting word, does not
contribute to a child’s understanding of quantity. If you ask a very young child to count four
objects and then ask him to bring you four, the child will only bring the fourth object, not the
entire quantity. In such counting the child presumes you are naming the objects and loses the
concept of the whole.
When we count to four, four includes one, two, and three. This accumulative activity is unique
to cardinal numbers; a child never experiences it in any other situation. For example, the letter
“C” does not include “A” and “B.” Therefore, avoid counting five or fewer objects; simply
refer to the number.
Some practical suggestions
Kinesthetic. Fingers are an excellent way to help children attach the number names to
quantities. (Note that this is not counting, but learning the names of quantities.) Indeed many
children have been taught to answer the question of old they are with a show of fingers. They
know that one of the joys of a birthday is being able to hold up one more finger to answer that
question. Use the left hand for quantities 1-5 (because we read from left to right) and the right
hand for 6-10. It does not matter which fingers to use on a hand.
The key to distinguishing five from four is observing that five has a middle while
four does not. Four- and five-year-olds love the concept of a middle. You might
say our middle finger is tallest to emphasize its middle position. 4
To introduce 6-10, teach the “Yellow is the Sun” song (music notation on the Web
site, ALabacus.com). Ask the child to show the corresponding quantity with
fingers while saying it. You could also add appropriate motions for the other lines.
5
ALabacus.com • JoanCotter@ALabacus.com
2. Yellow is the Sun
Yellow is the sun.
4 Six is five and one.
Why is the sky so blue? 8
Seven is five and two.
Salty is the sea.
6
Eight is five and three. 9
Hear the thunder roar.
Nine is five and four.
7 Ducks will swim and dive.
10
Ten is five and five.
–J. A. Cotter
Visual. Just as our fingers naturally group in fives, our brains require grouping in fives to
recognize and visualize quantities. To understand the importance of grouping, try to mentally
see 8 apples in a line without any grouping–virtually impossible. Next try to see 5 of those
apples as red and 3 as green. Now you probably can imagine them. Thousands of years ago,
the Romans grouped their numerals in fives: VIII is 8. Piano music needs 10 lines, but
composers arranged them into two groups of five.
After the child has mastered the names of the quantities 1-10, use tally
sticks (craft sticks) for representing quantities. Show the child how to lay
out 3 sticks, about an inch (2.5 cm) apart, as shown. When the child can
both lay out 4 and identify 4, present 5 with the fifth stick laid horizontal- 3 5
ly across the remaining four sticks as shown. Continue through to 10. If
you go past 10, start a new row.
Give the child simple problems to solve with these sticks, “What is 4
apples and 3 more apples?” With the 7 sticks laid out, ask, “How can you
tell how much this is without counting?” The solution is to take one stick
from the 3 and give it to the 4, making 5 and 2, which we know is 7. 4 and 3
Incidentally, Japanese children are taught to remember 4 + 3 by visualizing
the 4 and the 3 and mentally transforming them into 5 and 2.
Auditory. For numbers greater than 10, we need to group in tens. The
English language, especially the teens, does not make clear the tens 7
structure of our number system. For example, fourteen does not give the
child an inkling that it is really “ten and four.” English, as well as other Indo-European
languages, is inconsistent in naming numbers 11-99.
Centuries ago, the Chinese changed their language to make the “name” of a number match its
“value.” So 11, 12, 13 are named ten-1, ten-2, ten-3, 20 is 2-ten, 21 is 2 ten-1, and so forth to
99, 9-ten 9. Other Asian languages also use value naming. Research shows this greatly helps
children understand place value. Therefore, teach your young child to count to 100 using this
“math” way of counting. Later on, teach the traditional names.
In summary, we need to help young children build on the visualization skills they exhibit as
infants and avoid rote counting. We must group in fives and use the math way of counting.
ALabacus.com • JoanCotter@ALabacus.com rev Aug 2005