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 />
• How about if you sketch your building<br />
before taking it down so we can see how<br />
many different blocks you have used.<br />
• How many more do you need?<br />
• What number comes after___?<br />
• About how many do you think are in that<br />
basket? More than three? Less? Why do you<br />
think that?<br />
• What do I need to make my design look like<br />
yours?<br />
• Where else have you seen this shape?<br />
EXAMPLES OF PLANNING<br />
94<br />
• Do you think this block will roll? Why?<br />
Why not?<br />
• Can you make a triangle with these<br />
shapes?<br />
• Will this cup be large enough to hold your<br />
juice?<br />
• Which size paper do you need to draw your<br />
picture?<br />
• What size shoes will fit you best in the<br />
dramatic play area?<br />
• Which is heavier? Lighter? How can you<br />
tell?<br />
Play-Based Learning Centers With A Focus On Mathematical Content<br />
Performance Indicators Sort objects by one or more attributes and regroup the objects based on a new<br />
attribute.<br />
Demonstrate understanding <strong>of</strong> one-to-one correspondence while counting.<br />
Collect, organize and display information.<br />
Attend to a story.<br />
Concepts/Content Number sense and operations<br />
Geometry and spatial relationships<br />
Data analysis<br />
Experience To integrate content in various learning centers, provide a variety <strong>of</strong> collections<br />
both from home and those found in school (buttons, sticks, stones, parquetry<br />
blocks, cars, etc). The children will be encouraged to examine, find similarities,<br />
begin to sort, classify, discuss and work with various objects.<br />
This experience will be introduced and repeated during morning meetings as a<br />
means to expose children to counting and estimating, and as a way <strong>of</strong> provoking<br />
the use <strong>of</strong> materials to represent our thinking in the art center.<br />
Context, Environment Morning meetings, art, math, science and other investigation centers<br />
Teacher Strategies Facilitate and demonstrate how sorting and rule-making can be done with<br />
collections.<br />
Question children as they sort and make patterns to arrive at a rule for others to<br />
follow.<br />
Encourage children to use language, such as impossible, certain, likely and<br />
unlikely, as they listen to stories.<br />
(Continued on page 95)
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