Professional Documents
Culture Documents
When I asked M to guess how many caps there were she began to
count the caps
When I asked M again she didnt answer
I asked M one last time to guess how many caps there were and she
said five
I asked her how we could find out how many were there and she just
looked at me
I asked if we could count them and she said yes
I asked her to count first and she pointed in random spots in the air
over the caps and counted to six
We counted the caps and found out there were 25 caps and M laughed
and put her hands over her mouth
When I made the two rows of seven and asked her if the one row was
the same as the other row or diferent she said they were the same
When I asked M why she pointed to the end of the rows and slid her
hand on the table beside the two rows
When I extended the one row making it longer and asked her the same
questions she said the one row was longer because it was past the
other row and has more
Before I returned M back to her teacher she walked over to the shelf in
the classroom and showed me her dice
Observation Photos
Analysis Questions
1. Evaluate the activity you used. Was the activity appropriate?
Explain why or why not giving specific examples.
I read the book Pete the Cat and His Four Groovy Buttons as my
transition and played the Groovy Buttons math game. The material I
used was efective in some ways. The child didnt show much interest
to the book. The child was very engaged and understood the game
that I prepared for her.
2. Evaluate the activity/games. Did the activity/games engage
the child while allowing you to assess knowledge and
The material kept the child interested however she only could manage one to
one correspondence up to the number three. She showed curiosity and
interest in counting and number but she was only able to count up to six. She
understood the concept of adding one or more and taking one away. I was
able to observe this concept when she removed and added buttons to the
shirt.
activity with M I feel that she was on target as a young three year old.
She was able to count orally and was able to put 1-3 items together by
adding and subtracting. I could tell that M had been exposed to
numbers and had some experience with number and operation. She
even related the game I used to prior experience by showing me the
dice in her classroom on the shelf after we were done.
Next Steps
1. Identify at least two learning outcomes appropriate for the
childs content development based on knowledge of the
developmental sequence of math/science.
The child will be able to count to ten using one to one
correspondence.
The child will be able to compare the amount of buttons on each
shirt by counting them.
2. Identify at least two ELS appropriate for the childs content
development based on knowledge of the developmental
sequence of math/science.
M-4K-2.2 Show one-to-one correspondence through ten when
counting real objects.
M-3K-2.3 Compare quantities using general terms.
Family Information
Here are a few ways you can help your child incorporate this math concept
during the day right in your home or while riding in the car.
You can have the child count their food during meal times, count their
fingers and toes during bath time, have them count the number of toys
they pick up during clean up time.
You can have the child count objects while riding in the car. They can
count the number of people in the cars, objects in the car, etc.
Making counting fun for your child ~ Makes math something
they love