ECAM-Manual-and-Resources

More documents

Recommendations

Info

Early Childhood Addition and Subtraction Development a. Beginning b. Count all strategies c. Count on / count back strategies d. Initial addition / subtraction strategies e. Later addition / subtraction strategies These children are just beginning to understand the concepts of putting small collections together, or taking a small amount from a collection. They are not yet successful in finding sums or differences. These children can successfully put two small collections together and find the sum. They can also find the difference after taking a small amount from a collection. They need to fully model, and count from one by ones to find their answers. These children are beginning to use “short-cuts” to add two small collections, or to take a small amount from a collection. They only need part of a model, and either “count on” to find a sum, or “count back,” “count down to,” or “count up from” to find a difference. These children are able to add and subtract small amounts by using thinking strategies, such as adding one or zero, using doubles, “turning around” the addends, combinations to ten, or adding ten. They are able to mentally add and subtract small numbers without making a model. These children are able to extend their thinking strategies to include larger numbers, and more difficult calculations with small numbers. They add and subtract mentally, using thinking strategies such as fact families, “near doubles,” build to ten, and adding nine. Early Childhood Multiplication / Division Development a. Beginning b. Full model / counts all c. Full model / counts sets d. Part model / counts sets e. Multiplication strategies f. Division strategies These children are just beginning to understand how to make small equal groups, and how to share a small amount equally. They are not yet successful in finding products or dividends. These children can make small equal groups, and can share small amounts equally. They can find products by counting all objects by ones from one. They see a group of objects only as a collection of ones. These children can make small equal groups, share small amounts equally, and divide a collection into groups of a given number. They use skip counting or repeated addition to find products. They see a group as “one unit” as well as a collection of ones. These children need only part of a model to find products or dividends. They use skip counting or repeated addition to find products and dividends. These children are able to multiply two numbers, using thinking strategies such as multiplying by tens, doubling, repeated addition, or “turning numbers around’. They are able to mentally multiply small numbers without making a model. These children are able to divide a number equally, using thinking strategies such as dividing by tens, halving, and using repeated addition or subtraction. They are able to mentally divide small numbers without making a model. Early Childhood Assessment in Mathematics Manual ■ 8
Early Childhood Geometry Development a. Beginning b. Whole shapes c. Exploring shape parts d. Understands shape parts These children are just beginning to match very simple two-dimensional figures shown in conventional orientations. These children can name and match simple two-dimensional figures shown in conventional orientations. They match shapes to common “prototypes,” e.g. isoceles or equilateral triangles only. They attend to the whole of the shape, and do not yet describe any parts of a shape. These children are beginning to attend to the parts of a shape, and typically describe the numbers of sides and corners a figure has, after counting these. They can visualize rotations of some simple shapes. These children attend to many parts of a shape, and are able to fully describe a figure’s properties. They recognize examples beyond common “prototypes,” e.g. scalene and right triangles. They can visualize rotations and reflections of some simple shapes. e. Shape families These children understand how shapes belong to families, e.g. a square is a special type of rectangle, and also a special type of rhombus. They attend to parallel lines, angle and perpendicular lines. They are able to visualize rota-tions and reflections of many shapes. Early Childhood Length Measurement Development a. Beginning b. Compares objects c. Uses informal units d. Uses formal units e. Facility with formal units These children are just becoming aware of the attribute of length. They find the longest object perceptually. These children can compare the length of two or more objects. They know how to align objects to compare their lengths. They can identify the longest and the shortest object. These children can use informal units to measure and describe the length of an object. They understand how to repeatedly use a constant sized unit without gaps or overlaps. Early Childhood Time Measurement Development These children can use one system of formal units to measure an object’s length (either Standard or Metric, but not both). They are able to reasonably estimate a length. These children can use both the Standard and the Metric systems to measure an object’s length. They understand fractions of these units. a. Beginning b. Hours / days / months c. Half hours / dates d. Tells time e. Facility with time These children are just beginning to read numerals on clock faces. They do not yet link these numerals to units of time. These children can tell time to the hour. They know the days of the week and the months of the year. These children can tell time to the half hour, and can find dates on a simple calendar. These children can tell time to five-minute intervals, and can use a calendar to predict dates. These children can calculate using hours and minutes. Early Childhood Assessment in Mathematics Manual ■ 9
Page 1 and 2: EARLY CHILDHOOD ASSESSMENT IN MATHE
Page 3 and 4: CONTENTS 1. INTRODUCTION ..........
Page 5 and 6: 1. INTRODUCTION Why assess young c
Page 7 and 8: 2. RESEARCH BACKGROUND Internation
Page 9 and 10: 3. THE EARLY CHILDHOOD INVENTORY IN
Page 11: Early Childhood Counting Developmen
Page 15 and 16: The student booklet E ach page in t
Page 17 and 18: Recording R ecord the child’s ans
Page 19 and 20: EARLY CHILDHOOD ASSESSMENT IN MATHE
Page 21 and 22: Materials List Materials printed in
Page 23 and 24: Counting Assessment (continued) Stu
Page 25 and 26: Numeration Assessment Student name:
Page 27 and 28: Numeration Assessment (continued) S
Page 29 and 30: Addition and Subtraction Assessment
Page 31 and 32: Multiplication and Division Assessm
Page 33 and 34: Multiplication and Division Assessm
Page 35 and 36: Geometry Assessment (continued) Stu
Page 37 and 38: Geometry Assessment (continued) Stu
Page 39 and 40: Length Measurement Assessment (cont
Page 41 and 42: Time Measurement Assessment (contin
Page 43 and 44: 5. IMPLICATIONS FOR INSTRUCTION Id
Page 45 and 46: Differentiating instruction I t is
Page 47 and 48: Grade 2 Lesson focus: Geometry Diff
Page 49 and 50: 5. RECORD KEEPING PAGES Using the
Page 51 and 52: REPRODUCIBLE Class Summary: Early C
Page 57 and 58: REPRODUCIBLE EARLY CHILDHOOD INVENT
Page 63 and 64:
REPRODUCIBLE EARLY CHILDHOOD INVENT
Page 65 and 66:
REPRODUCIBLE Early Childhood Invent
Page 67 and 68:
REFERENCES Baroody, A. (1987). Chil
Page 69 and 70:
Numeration: Numeral cards 0-10 0 1
Page 71 and 72:
Numeration: Four and five digit num
Page 73 and 74:
Addition and Subtraction: Number se
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Multiplication and Division: Cookie
Page 81 and 82:
Geometry: Shape card D A B C D E F
Page 83 and 84:
Geometry: Tangram puzzle pieces: Cu
Page 85:
Measurement: Time: Analog clock fac
show all

ECAM-Manual-and-Resources

Create successful ePaper yourself

Delete template?

Save as template?