By Chris Confer
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Additional info for Teaching Number Sense: Kindergarten
I asked. ” the children cried. “That’s correct,” I said. “Soon every one of you will get a very small snack of fish-shaped crackers. Each child in the class will get one cracker from the zip-top bags. ” “You know that Marisa put five crackers in this one,” I said. ” Then I held up the bag labeled with a 7. “And in this bag Marisa put . ” the children said. “And in this bag Marisa put . ” the children said, reading the bag’s label. “And in this last bag Marisa put . ” the children cried. “Let’s check,” I said, and we counted each cracker that we could see through the plastic bag.
Again Claudia pointed to those numbers. ” Claudia continued. Several children started pointing at the cards and counting. “I got it,” said Michael confidently. He stood up and counted the cards in the Present section. “Twelve cards,” said Claudia, looking at the children on the rug. ” She paused to let them think, knowing that some children might not make the connection for themselves, that the number of name cards in the Present section matched the number of children on the rug. Claudia purposefully asked this question to uncover children’s real understandings of what the cards stood for.
They counted the pencils and then estimated that there were enough, but couldn’t explain why. Marco did this by labeling each pencil with a numeral. ) FIGURE 5–1 Gabriela counted nineteen pencils, and recorded each student’s name next to a corresponding pencil. ” I find that it helps to ask the question in different ways. “You can use anything in the classroom that helps you—cubes, or you can draw or write,” I reminded the children. ” Cubes were available at the tables. Some children used them, some did not.