Education week 4 assignment

Responding

Earlier

There are no earlier levels for this measure

Responding

Later

There are no earlier levels for this measure

Exploring

Earlier

Demonstrates awareness of quantity

Exploring

Later

Manipulates objects and explores the change in the number in a group

Building

Earlier

Demonstrates under- standing that adding objects to a group makes more or that taking away objects makes fewer or less

Building

Middle

Identifies the new number of objects after one object is added to or removed from a set of two or three objects

Building

Later

Uses counting to add or subtract one or two objects to or from a group of at least four objects

Integrating

Earlier

Solves simple addition or subtraction word problems by using fingers or objects to represent numbers or by mental calculation

Possible Examples

· Gestures for more when playing with play dough.

· Dumps small cars out of a bucket.

· Communicates, “All gone,” after noticing that there is no more fruit in the bowl.

Possible Examples

· Puts objects in a dump truck or container, dumps them out, then puts them back in one at a time.

· Moves toy farm animals into and outside of a toy barn while playing with the farm set.

· Takes objects from two different piles to create a new pile by using a touchscreen tablet or computer.

Possible Examples

· Notices when another child’s bowl has more crackers than own bowl, and asks an adult to add crackers to own bowl.

· Communicates, “Ahora tenemos más,” [“Now we have more,” in Spanish] when an adult combines markers from the shelf with some on the table.

· Communicates, “They’re almost gone,” after taking the next- to-last unit block out of the basket.

Possible Examples

· Communicates, “Now we have three,” when adding a third snail to the two collected from the yard.

· Communicates, “Only two left,” when an adult removes a broken wagon from a group of three wagons.

· Gives one of two cars to another child, and then communicates, “Tôi có một cái và bạn

có một cái,” [“I have one and you have one,” in Vietnamese].

Possible Examples

· Counts out five small crackers, “One... two...

three... four... five.” After eating two, counts, “One... two... three,” and communicates, “Now, I’ve got three.”

· Removes two of seven ducks from a flannel board and counts the remaining ducks, and then communicates that there are five left.

· Adds two cars to a train with four cars, counts the number of cars, and communicates that there are now six cars.

Possible Examples

· Communicates, “I had four hair clips, but I gave one to my sister. Now I have three.”

· Brings six napkins to the table after an

adult communicates, “We usually have four children, but today we have two visitors, so how many napkins do we need altogether?”

· Holds up five fingers and then one finger, counts them, and communicates, “Six,” when asked, “If you had five crackers, and

you took one more, how many crackers would you have?”

COG 4

Number Sense of Math Operations

COG 4