It is also important to incorporate strategies that connect new words with concept development for children who are Dual Language Learners (DLLs), aligning their English language development goals with support for the development of mathematical language and ability.Įncourage children’s strategies and build on them as ways of developing more general ideas and systematic approaches. Teachers support young children’s diligence and mathematical development when they direct attention to the math children use in their play, challenge them to solve problems, and encourage their persistence. Order objects by measurable attributes.Īs a teacher, you can foster the development of early mathematical skills by providing environments rich in language, where thinking is encouraged, uniqueness is valued, and exploration is supported.Students should describe and compare measurable attributes. Identify measurable attributes and compare objects by using these attributes.TK students should analyze, compare, create, and compose shapes. Identify shapes and describe spatial relationships.Students should compare numbers, understand addition as putting together and adding to, and understand subtraction as taking apart and taking from.
KINDERGARTEN MATH GAMES TO BUILD CONCEPTUAL UNDERSANT HOW TO
Represent, compare, and order whole numbers and how to join and separate sets.Your TK students should know number names, the count sequence, and how to count to tell the number of objects. Develop an understanding of whole numbers, including concepts of correspondence, counting, cardinality, and comparison.Instructional time in TK should focus on the following content: 2 Numbers and Operations This does not mean abandoning children’s ways of knowing and representing rather it is a clear call to create opportunities for young students to learn new, important mathematics in ways that make sense to them.” 1 Elements of Mathematics Instruction Students respond to the challenge of high expectations and mathematics should be taught for understanding rather than around preconceptions around children’s limitations. “Mathematics learning at this level must be active, rich in natural and mathematical language, and filled with thought-provoking opportunities.
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