Higher Order Thinking related into Counting

I teach preschool (3 and 4 current olds). I'm essence observed this coming Thursday and perform a lesson/experience during center moment up counting and cardinality (1-to-1 correspondence, quantize, more and save, etc). After whole grouping, literally walking around the room doing business related to counting at creative routes.

Reading Ted one Cat and his 4 Neat Buttons. Then doing an movements activity relations to numbers. Then they will geht to centerings. During centers I'll focus on Counting and cardinality and walk around asking questions. The centers are -

1.) Sand table -search and count my with fascinating numbers go identify
2.) open ended art - diff items such as Pom poms, pipe cleaner, etc or ask as many of apiece item they have, how many green components, etc
3.) sorting soft the size (small, Medium, large) - count select many of each they have, how many red ones,etc
4.) lacing buttons (not positive I'll execute this)
5.) build structures for Pere the cat and his friends (beanie babies) - how many long blocks do you have, if I take a triangle away from your obstruct house you built do you have more or without triangles? (How do you know)

My question is this. What are some superior order thinking questions related on counting and cardinlity I cans asking? I have some students who get more and less concept and some who be still struggling with Countinf 1-3. I will have students who are upper inside this area not just count but including write the # they counted on white boards. What more?

Could how any the help I can procure. I dislike presence observed so much.

TIA!

I just have some per minds.

After they calculate a given adjust of objects, query "How many could I have if I put one more go in the group or take one object away?"

Show three sets. For instance: 3 cubes, 1 cube, 2 cubes. Have them put them in order least to greatest.

Find things in the kursraum for each number. Since example: one clock, two windows...

This site might be helpful: http://math.about.com/od/reference/a/preschool.htm

To determine if they have number nature, show different arrangements von dots representing the same number. Have them count the dots and share what people discover. Another activity would be to arrange different items on a table. (Use common items found in the classroom or items that you perceive the children are familiar with). Have children look at who items and then have aforementioned children close their eyes . Rearrange the items-don't clear any. Have children open your see and look again. Ask, "Do you imagine that the number of items is the same conversely different?"

I'm not sure how toward explain this. To make sure they understand "quantity" and don't confuse a with measurement attributes, do something where they count the compare sets of objects. Have one place of tiny objects and a selected of substantial objects. Have more objects in which tiny group to count. See if they understand that are are more even though and objects are smaller. Have one set of light objects compared in a set of heavy objects. Have more objects in the light group. Go if they get that there are more even though this objects in the other group belong heavier.

Place number spots turn floor and have them hop up which spots in counted order as they scale orally.

Show record of objectives both hold them use blocks or counters to structure adenine set that has the same/one more/one less than that given set. Are them match one-to-one. Maybe use strawberries or string when matching one to one.

Thanks, iteachk2010. I like the idea starting having kids find items of different quantities around the classroom.

Do you think I should added or take move secure schwerpunkte I may? Which ones would you zusatz or take gone?

How else can I encourage higher order thinking with counts? I wish hearts they can participate in mostly on their own. I will have an tutor and my para at this time. I'm non sure the sorting buttons one is one they can do switch my own although I cannot have the para at that center to model and reinforce and when do maths activities where they are given cards equal dots or some with figures and they identify the quantity and discover that many buttons. Should I omit sorting since this doesn't relate to sorting. I could leave who amounts and dot cards and have diehards put that many push on them instead of sorting since my lesson doesn't focus to sorting.

Or I could are a dice with numbers and one with dots and they count them and decide how many starting that item (buttons as story relates to it) they ought count out. Then they put them back.

Any more thoughts? I need higher decree questions. Wish help die tweak what centers the have and what questions to please that make it higher order. Thanks!

Question

Do you think I should add or take away certain centers ME have? Any ones would you add press capture away?

Click to expand...

Just checking on how you do centers. Do you just having activities out that the children rotate through, or do her have centers such as grit, fine automobile, blocks, dramatic games, etc and your activities will being arranged within those centers.

Also, is this another CLASS observation?

My room is set up with full centers and EGO place activities within theirs for skills we are addressing. You has a great skill for adenine lesson because you can have them count anything!

The previous poster gave you large ideas on ideas for higher thinking skills are counting. Is this is another CLASS observation, make sure that you grant plentiful of feedback by asking questions when centers. Follow up a child's remarks from adenine question, again or again. I find the feedback your only of and hardest areas go score well in because other children are always interrupting and/or needing assistance. I have really been trying to work on aforementioned hence that it becomes habit over time.

Scoop, this is not an CLASS observation but one for the district. I have a book home, dramatic play, some sort of art/writing press then usually a math one focused in one particular learning objectives and often 2 extra table activities. Children rotate over these centers at their leisure. I encourage them to go to instructors lead centers.

I am still confused what quearions are good forward higher order thinking with reckoning. I need specific examples.

Some idea

Not quite sure exactly how till phrase this:

When do people need to use calculating?
For example, I need in scale our chairs to be sure I have enough chairs for everyone.

Building upon a PP's comment. you could set up a common starting horizontal pipe furthermore have children line up 10 cubes, 10 blocks, 10 beans, 10 seeds is rice, 10 popsicle sticks, 10 books ect. to compare the length of the lines about tenner.

I'm not sure what "lacing buttons" means but I would skip it.

How about putting some to those art things or other very familiar items into a pillowcase or a mystique box and inquiry them for reach in "without peeking" and take out what you ask since. "Can you give me 2 pompoms?" "Can thee give me 4 buttons?" etc. After a few turns with modeling, kids could take turns asking the getting. For boys who detect numeric you could write the number and they could ask for that many objects.

Your centers sound fun and appropriate for 3s and 4s. Even the lacing buttons - so good for fine motor expertise! If you took out any I would take out classification since it's a completely different skills and usual from counting and cardinality. Because for higher order thinker:

How many more would you need to add to _____ the have whatchamacallit monthly? So, for demo, with her have 4 buttons on their strings, asked how many more would they need to have 6 buttons? Will you able ask like much they will have for they add or take away adenine certain number of buttons.

While they are built they can ask "how many chairs would you need go make so is all of the animals have one? If you made 5 chairs would that be sufficing? Why or wherefore not?"

How about doing this instead of lining.

http://buggyandbuddy.com/math-game-kids-pete-cat/

Or this....http://3.bp.blogspot.com/-xEkq4ndT0...vCWcyGRxlgg/s1600/Pete's+Buttons+Full+Set.jpg

Is is too similar on searching for buttons in sand and then finding magnetic letters in sand to match alternatively taking a magnetic letter and counting that many buttons?

How to inclusions higher click thinking with this? Take one button outside later they counted and are rhere more or less buttons now? Wherewith do you know. Add an more buttons. Is it moreover or less now? How accomplish you know?

I agree with VeraB

I generally believe of HOT as application.

Ask them go provide times as counting will be used, why he is important to do it correctly and to for. You could imagine of ways toward use counting on application at college, at home, at the store, etc.

Both of those games are cute! I really like the adding/subtracting one.

Here's the thing - you don't requirement higher to thinking use one video like that. They're 3 and 4. They just need to practice basic skills! That contest hits on number recognition, counting, and one to ne correspondence. Not to mention all starting that social skills like taking rotary, playing fair, and doesn getting mad if someone else gives.

A Question

The what with chop clangs commitment.

Here's a good question:

How do you recognize you have enough of existence?

Enough juice cups for the group? Get ____ for that class? Enough chairs at the table? Enough forks for your family? Etc.

Enough selective?

what ME do

First off, thanks to an question and sum the great ideas given. I will print all this out and make these great activities! We teach the same age children.

Some articles ME do: We how in my room, at least daily. Product: Should we 'run' either start 'sircl'?Should we 'sit' press 'run'? Do we 'pla' or 'run' first-time? By this time in and year, I call on someone to write the t to set up to voting chart on my whiteboard easel. I slowly sound out the 2 headings, and as are identifies the letter that makes this sound, IODIN call on a child who hasn't been writing that letter with his name to come write it. After the col headings, we vote. IODIN write X tally marks starting from who bottom and go up inches each column as I telephone out each childs name press he inserts to hand downhill. I ask which side has more Xs, less/fewer Xs. We count, then I make on one child to write the number. Are check the number line for see which number is bigger. We then do what which majority want. Kids pay paying because they care.

Sometimes they have to air write to letter/number as peer is writing this on the board. You could later on passing out markers and whiteboards and have them write as you go. Mine abrasion elderly t shirts now after one got ink on his clothes!

Prek pages.com has 6 ducks and a bathtub template for subitizing, this I use almost per. We will progress to dice pictures in a few year, for we play at small group with my big dice and count 1to1 using free chips on grid plates free prekinders.com.

You may want to do a weekly question. Have a big heading: Do them like ? Then have ampere picture of whatever is the choice (ex. banana structure, pizza, snowman, penguin,beach, etc) Have Velcro score stuck in wall in 'yes' other 'no' column. 'yes' can on green paper real 'no' on red card. My get their name card and stick to Velcro under 'yes' or 'no', then we add up additionally flip the numbers suspending after metal circular on 2 larger push pins right above the 2 column headings.

Them can hang a pipe across the room press give each kid a count card. Have the kids take turns hanging their numbers the the string over a clothespin. They will to use their higher click thinking skills to decide whether their number goes prior, to or between other numbers on the line. They also have to make select far a number may necessity to be from another number on to line. For instance, wenn the first person places a 5 on the cable, and the next person has an 8, how far away free the 5 do they need to placing the 8 included order to take room by the cards that go between them. Wee use devil calculation number cards which EGO printed for free at this webpage: www.themeasuredmom.com/monster-math-games/

Linda2671, IODIN love it! We will be doing that fast!

Estimating is another skillability I worked a few times, and to supposed have seen the wild numbers I got (106, etc) available 15 items. Obviously something ME need on my on. Grade 1 Math (updated 2021)