Effective Strategies for Teaching Math to Children
**Allocation**
**Objective**
Understand inherent conditions and use them to solve different distribution situations. Make the situations specific conditions and cast equivalent. Put into operation procedures and numerical dominance, competencies acquired through the situations encountered.
**Presentation of the Activity**
In all the proposed courses, children will perform a division of the first collection. One must perform a collection of displaceable objects, preferentially determined in the first part. All objects at their disposal must be used. In second place, one must make an equivalent deal of this collection so that each one can have as many objects as the other, trying to get the course. The characterization of the specific equivalent deals for the confrontation of various procedures will cause the resolution procedures of coordination. In the third course, the type of children will spread all the collection of movable parts equivalently.
**Robot**
**Objective**
Become aware that instruments are not memorized, so many are effective for learning to use them efficiently. No problems in the resolution of equivalent collections constitution to a given collection. Develop procedures of “coordination.”
Presentation and Analysis
The robot is a situation that allows children to have a complex situation and allows the teacher to observe, for each, as spontaneous use of coordination as linked to its difficulties. The robot is drawn on a grid, where different parts of the body are all formed by a different number of squares. Certain squares are coated with different colored paper.
Objective for the Student
Access to a problem in which one must seek and produce a solution, and verify if it is correct or not. To solve this problem, children must perform tasks: cardinate the first collection, memorize the number of elements, and create a new collection that is equivalent. Put into operation procedures and treat coordination, search for the most effective and economical.
Objective for the Professional
Observe the operating procedures that students put in to make a collection equivalent to an absent collection. Determine the specific difficulties of coordination and build activities that allow overcoming them.
**Objective of Stage 2**
- Disappear the correspondence one to one.
- Use coordination systematically in collections.
- Do the deal in only two trips.
**Mosaic**
Numerical Problems Related To
Become aware that numbers are the most effective instruments to memorize quantities. Use numbers for equivalent collections to be given collections when absent.
Objective Procedures Relating To
- Use coordination as an expert process.
- Use encrypted scripts.
**On the Domain of Vocabulary**
Understand the expression “as many as.”
Objective Relating to the Resolution of Problems
Become aware that the working group is responsible for each of its components. For success, it is necessary to check what each does. Anticipate the verification. Become aware of the function of the expression of numbers as an aid to memorization.
**Anticipate and Find**
Lead students to become aware that it is possible to anticipate certain outcomes of a situation, mentally, additive or subtractive. Give students the opportunity to put into operation procedures or spontaneously develop new ones in a numerical family context. The teacher will monitor and permit the analysis of the procedures used by the students. Permit students to validate the results found.
**Procedures**
- Use of collections on a coordination of representation figured the situation (draw the situation and give a solution using the algorithm of counting).
- Count or discount mentally.
- Use of known results.
**Variables**
- Size of the numbers.
- Relative size of the numbers.
- Numbers: oral, figuratively written.
**Enumeration**
A collection of decisions to determine how to tell: choose a first element, apply a recognition function, choose a successor of this first element, controlling precedents that are different, repeat the operation until all elements have been indicated. Competencies of the collection that require numbering: two elements are different, if the situation does not allow numbering, it is not possible. Recognize owned property, choose a first element, may conserve the memory of this choice, may determine a subset of the unelected elements or other distinguishing an element chosen from not chosen, determine elected elements for each set in the successor of unelected elements. Know when to work. Students must spend a perceptive control of small collections of objects shown to verbal control and any sets. In diverse sports activities for mathematics: first construction of numbers, construction of arithmetic operations, and construction sets.