# Chapter 4 Math Test 2. txt

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1. What are the Pre-Number Skills?
• 1. Classifying (enactive)
• 2. Finding the Relation between two sets (enactive)
• 3. Conserving Relations (enactive to iconic)
• 4. Classifying on the basis of the As-Many Relation
• 5. Ordering on the basis of the More-Than and Less-Than Relations (iconic)
2. Why do we teach Pre-Number Skills?
• 1. birth to age 7
• 2. skills have to have in place before being introduced to idea of number
• 3. pre-operational (lack ability to conserve)
• 4. use measurement and quantity interchangeably when describing different sets
• 5. based on a heirarchy
3. Four Important Understandings for Developing Pre-Number Concepts
• 1. set of things has a number property, and the number property is stable. (CARDINALITY)
• 2. always make a set with one more or one fewer. (ORDINALITY)
• 3. whole numbers, we can determine how many objects are in a set, either by recognizing number patterns or by counting.
• 4. whole numbers, we compare two sets and find whether one set has as many as, more than, or less than the other set.
4. Classifying Pre-Number Skill
• 1. Selects objects having a SPECIFIC attitude
• 2. Sorting objects on the basis of GENERAL attitude
• 3. DUPLICATING a pattern
• 4. EXTENDING a pattern
5. Finding the relation between two sets Pre-Number Skill
• 1. As Many As Relation
• 2. More-Than and Less-Than Relation
6. Definition of Subitizing
• 1. being able to perceive in your brain how many in a set without having to count each individual piece
• 2. brain recognizes patterns in way elements are laid out
7. Classifying on the basis of As-Many Relation Pre-Number Skill
children are able to match pictures of various amounts of objects to the picture of the number symbol
8. Ordering on the basis of More-Than and Less-Than Relations Pre-Number Skill
children are able to put cards in order from least to greatest; children are able to put a card either before, middle, or end
9. Finding and Using the Properties of Relations
• 1. Reflexive Property
• 2. Symmetric
• 3. Transitive
10. Reflexive Property
• 1. A=A
• 2. mirror images
• 3. identical sets in every way
11. Symmetric Property
• 1. A=B, then B=A
• 2. does not matter way they are placed, as long as same information given
• 3. green orange = orange green
• 4. numbers can be symmetric without objects being identical
• 5. five dogs + three dogs = 2 trucks + 6 trucks
12. Transitive Property
• 1. A=B, B=C, then A=C
• 2. require 3 sets of information
• 3. Sally has seven barbies. Her mom went to Wal-Mart and picked out the seven outfits with seven pairs of shoes inside. (7 barbies = 7 outfits, 7 outfits = 7 shoes, then 7 barbies = 7 shoes)
13. One To One Matching Test in Relation with One To One Correspondence
• 1. Children use the one to one matching test to determine the condition of one to one correspondence.
• 2. manipulatives match up
14. Learning Numbers
• 1. rote counting: memorize numbers without meaning
• 2. meaningful counting: concept to number word
15. Readiness Skills for Learning Numbers 1-10
• Step 1: associate a number with a family of sets (number / cardinality)
• Step 2: number / numeral association
• (abstract idea to written sign "4")
16. Counting Meaningful Skills
• 1. count each item once and only once
• 2. have a way of keeping track of what has been counted already
• 3. know the counting sequence
17. Definition of Counting
knowing that the last number said represents everything that has been counted so far
18. Kindergarten and First Grade Counting Experiences
• 1. count all of a set (every element of a set beginning with one)
• 2. count from a set (count on from a known number either forward or backward) = MATURATIONAL
20. Definition of Cardinal Numbers
• 1. idea of cardinality
• 2. numbers that tell how many
21. Definition of Ordinal Numbers
• 1. idea of ordinality
• 2. before, after, or next
• 3. numbers that tell position more closely related to before or after
• 1. hard to demonstrate
• 2. ask questions that correspond to cardinality of "0"
23. Greater than 10
• 1. establish ones place before explaining "0"
• 2. helps develop idea of place value
• 3. good questions are a must in this activity
• 4. develop numbers 11-19 first
24. How to assess student performance using PREVENTATIVE TEACHING?
• 1. must be able to look through the great array of learning goals and identify those that are key.
• 2. many tools can be used to assess learning, very few of them include pencil and paper testing.
• 3. learn to collect, maintain, and study examples of student work to demonstrate mastery.
• 4. understand how children master these concepts and what difficulties they encounter when learning them.

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 Author: emilybrooke082690 ID: 77103 Filename: Chapter 4 Math Test 2. txt Updated: 2011-04-04 02:30:20 Tags: Math Folders: Description: Math Test Two Chapter Four Notes Show Answers:

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