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Devise one activity each to help the child understand 'as many as' and 'one-to-one correspondence'. Try them out on a child/children in your neighbourhood, and record your observations.So far we have considered some examples of activities that you can devise to introduce and strengthen the concepts of classification, ordering and one-to-one correspondence. Here we would like to mention a point of caution! While organising such activities, it is important to be careful when setting them up. This is because we may inadvertently mislead the child as in the following example :
When talking about 'as long as', Dolly's teacher always used a rod for comparing with. Because of this, Dolly thought that the rod and 'as long as' are somehow related, and that 'as long as' can only be applied to that kind of rod.
Thus, while introducing a concept, we should devise as many different activities as possible with a variety of materials, so that children can correctly glean the concept and generalise it. For example, let childrenencounter the term 'as long as' with reference to sticks, pencils, ribbons, spoons, blocks, ropes, in a variety of situations. Then, from these various experiences they will be able to draw out the meaning of 'as long as'. + Another point that we must keep in mind is that a child may not be able to perform a task simply because of language incompetence, and not cognitive incompetence. You can think of an example to illustrate this while doing the following exercises.
what is equizilent to 2/5
2/4t=1/2
Linear Equations - Resolving and identifying linear first order differential equations. Separable Equations - Resolving and identifying separable first order differential
1. Four different written driving tests are administered by a city. One of these tests is selected at random for each applicant for a drivers license. If a group of 2 women and 4 m
The math equation is written exactly this way: 0+50x1-60-60x0+10=??? The answer I get is 10 and others say 0 0+50=50 50x1=50 50-60=-10 -10-60=-70 -70x0=0 0+10=10
How we calculate region for curve tracing
SQUARE 12 IN
After seeing some children interacting naturally, write down those features of such interactions that make peer learning potentially a better way of learning. Another point that
how do you differentiate sinx/ex?
A box contains 12 balls out of which x are black .if one ball is drawn at random from the box what is the probability that it will be a black ball ? If 6 more black balls are pu
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