Skip Counting With Collections
According the authors of Helping Children Learn Mathematics, teachers can help their students make sense of mathematics by teaching to the developmental characteristics of students, actively involving students, moving learning from concrete to abstract, and using communication to encourage understanding (Reys et al., 2015, p. 22). The first snapshot lesson that illustrates the four recommendations is titled Skip Counting With Collections (Luna Production, n.d). In this lesson, kindergarten students group collections of objects into groups of five or ten and record their collections on paper. The second snapshot lesson is What Fraction is This Shape Red? (Ryan et al., n.d). The students in this lesson learn the abstract concept of fractions
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23). In the Skip Counting With Collections lesson, Ms. Latimer teaches to her students developmental level by using age appropriate objects in the counting of collections in quantities based on the each student’s skill level. Ms. Latimer was aware that her students were developmentally ready for a deeper understanding of the basic place value in this lesson because they had previously done a lot of number sense exploration with counting collections. Mr. Dickinson teaches to the developmental level of his fifth grade students in the lesson What Fraction is This Shape Red? He knows his students are at a cognitive level where they are able to understand that a whole can made up of several pieces, not just as one whole piece. Throughout the lesson, students physically move color pattern blocks to make a whole pattern that they can then break down into a fractional number. One student explains that twenty-six triangles make up her whole pattern and nine of those triangles are red so her fraction of what fraction of this shape is red is
23). In the Skip Counting With Collections lesson, Ms. Latimer teaches to her students developmental level by using age appropriate objects in the counting of collections in quantities based on the each student’s skill level. Ms. Latimer was aware that her students were developmentally ready for a deeper understanding of the basic place value in this lesson because they had previously done a lot of number sense exploration with counting collections. Mr. Dickinson teaches to the developmental level of his fifth grade students in the lesson What Fraction is This Shape Red? He knows his students are at a cognitive level where they are able to understand that a whole can made up of several pieces, not just as one whole piece. Throughout the lesson, students physically move color pattern blocks to make a whole pattern that they can then break down into a fractional number. One student explains that twenty-six triangles make up her whole pattern and nine of those triangles are red so her fraction of what fraction of this shape is red is