Success in Math: Strategies for Diverse Learning Audience
Western Governors University
602.4.15-04
Student’s success in math begins with a solid foundation in the rudimentary rules of one to one correspondence, stable-rule, and the cardinality rule. Mastering these fundamental rules creates a sound framework that will help support intrinsic learning and appreciation for all kinds of students. This includes ELL and those students with specific learning disadvantages. Effective Math instruction during this critical time is necessary and requires innovative lesson planning to ensure the information is understood by a diverse learning audience. This essay will showcase some of these instructional strategies.
One to one correspondence is typically defined as the capability to match one object to one corresponding number or object. For a student to show mastery of the skill they should be able to count objects according to their equivalent value. To assess the student’s ability to perform one to one correspondence with mastery I would provide fifteen Skittles per student. They should be able to point to each candy and attribute a sequential numbered cadence. If they are able to do this without error they will have passed the assessment and are well on their way to developing a strong foundation to build upon.
The Stable Order rule deals with the counting words that can only be aid once and in a consistent order. This means if a child says,” one, two three, five, four, six, seven,” they are consistent with the stable order rule. Because the child is counting in an ascending order that is from lower to higher, though be it out of sequential order, they have a concrete understanding of the stable order rule. A method to asses a student’s mastery of this rule lets go back to our tasty bag of Skittles. Passing out fifteen candies, students would audibly begin to count the Skittles, as long as they said a number sequence that increased then they have indeed acquired mastery of this rule.
The Cardinality rule refers to the
602.4.15-04
Student’s success in math begins with a solid foundation in the rudimentary rules of one to one correspondence, stable-rule, and the cardinality rule. Mastering these fundamental rules creates a sound framework that will help support intrinsic learning and appreciation for all kinds of students. This includes ELL and those students with specific learning disadvantages. Effective Math instruction during this critical time is necessary and requires innovative lesson planning to ensure the information is understood by a diverse learning audience. This essay will showcase some of these instructional strategies.
One to one correspondence is typically defined as the capability to match one object to one corresponding number or object. For a student to show mastery of the skill they should be able to count objects according to their equivalent value. To assess the student’s ability to perform one to one correspondence with mastery I would provide fifteen Skittles per student. They should be able to point to each candy and attribute a sequential numbered cadence. If they are able to do this without error they will have passed the assessment and are well on their way to developing a strong foundation to build upon.
The Stable Order rule deals with the counting words that can only be aid once and in a consistent order. This means if a child says,” one, two three, five, four, six, seven,” they are consistent with the stable order rule. Because the child is counting in an ascending order that is from lower to higher, though be it out of sequential order, they have a concrete understanding of the stable order rule. A method to asses a student’s mastery of this rule lets go back to our tasty bag of Skittles. Passing out fifteen candies, students would audibly begin to count the Skittles, as long as they said a number sequence that increased then they have indeed acquired mastery of this rule.
The Cardinality rule refers to the