![]() You’ll reduce your workload, and your children can enjoy the richness of dual-duty activities. If your classroom is a busy place, I encourage you to take advantage of crossover approaches that teach both literacy and math skills at once. Such books-which children can color, write in, and eventually read aloud to friends and family-can also include important counting terms such as whole and altogether that relate naturally to the skill of addition. (It also offers sequencing via inclusion of the days of the week.) For instance, I’ve created a free downloadable color counting book that pairs with my title A Is for Azure: The Alphabet in Colors. Using make-your-own books to solidify counting skills: It’s hard to believe that counting is a skill so predictive of math achievement even into adulthood, but it’s true: Those who count strong early on often have a lifelong math advantage.Ī fun way to combine literacy and math is to make counting books that relate to your current texts. Where are the other two-thirds hiding?” Such a conversation won’t necessarily be simple-fractions are famously difficult even for adults-but this is a chance to speak the language and do the math together.ģ. “Oh, look, one-third of the apples are on the left side. How many apples are there now? Are there still three? Where are they? Let’s count.”įor children who already recognize at a glance that there are still three apples, you can turn this into a fraction conversation. Just say things like, “I see the apples moved. Or you can use titles like The Alphabet Room-which has the added benefit of teaching the alphabet-to track and count objects as they move around. Anno’s Counting Book moves objects around as the elements of a town grow and shift. Many picture books can easily be used to promote recognition of conservation of number. Active learning is rooted in constructivist learning theory, or the idea that students (humans) learn by connecting new information and experiences to their prior knowledge and experiences, allowing them to build, or construct, new knowledge and understandings (Bransford et al., 1999). (If the child has to re-count the apples to be sure, we know she doesn’t yet display this math understanding.) Not so to a child, who needs to learn conservation of number. Using stories to promote recognition of conservation of number or fractions: To an adult, it’s obvious that three apples on a table that are moved to a couch are still three apples. The children can also be asked to count up the events once the train is complete, pointing to each card as they count.Ģ. Strengthening spatial relationship sense: Story train sequencing necessarily creates spatial relationships that allow children to literally see how far the events of a story or poem are from each other.
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