Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
Early Childhood - Connecticut State Department of Education
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Mathematics Chapter 6<br />
Teacher Strategies:<br />
Measurement<br />
Provide real materials for investigation and problem<br />
solving.<br />
Encourage children to think about size and<br />
comparison.<br />
Frequently use questions that encourage discussion<br />
about how far, which is heaviest, etc.?<br />
Use time talk: after, before, today, yesterday,<br />
tomorrow, minutes, hours.<br />
(Copley, 2000; NCTM, 2000; Hiebert, 1986.)<br />
Patterns<br />
Performance Standards<br />
• Recognize simple patterns and duplicate or<br />
extend them.<br />
• Create and duplicate patterns and shapes using a<br />
variety <strong>of</strong> materials.<br />
A pattern is an arrangement <strong>of</strong> objects, shapes or actions<br />
that repeats itself or grows in size. Children are already<br />
90<br />
Suggested Experiences<br />
Use cooking activities for estimation and actual<br />
measuring. Engage children in problem solving<br />
how to make twice the amount <strong>of</strong> play dough or<br />
enough cookies so everyone can have two.<br />
(Problem solving)<br />
Engage children at the water/sand table with<br />
questions: About how many cups will it take to fill<br />
that? Which cup would you guess would fill the<br />
bowl faster? (Problem solving, reasoning)<br />
Encourage children to use nonstandard units such<br />
as their arms, legs and feet to measure.<br />
(Reasoning, connecting)<br />
Encourage children to weigh items using balance<br />
scales. Measure, record and compare their results.<br />
(Problem solving, reasoning)<br />
Count and measure the length <strong>of</strong> children’s names.<br />
Whose name is longer?<br />
(Connecting)<br />
Use clocks for periods <strong>of</strong> the day to measure time.<br />
(Connecting)<br />
aware <strong>of</strong> many patterns in their environments. Gradually<br />
they learn through experiences about relationships that<br />
create patterns. Opportunities to recognize and create<br />
patterns are opportunities for higher-level thinking.<br />
They help children develop skills to predict, order and<br />
create. As their knowledge grows, children transfer this<br />
information to the real world to make generalizations<br />
about numbers, counting and problem solving. <strong>Early</strong><br />
childhood teachers must frequently identify patterns,<br />
because <strong>of</strong> their importance, and encourage children to<br />
notice and talk about them throughout the day.
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