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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.
Can you help me with what goes into 54
The probability of a rare disease striking a described population is 0.003. A sample of 10000 was examined. Determine the expected no. suffering from the disease and thus find out
p1(-3,-1),p2(9,4)
ball are arranged in rows to form an equilateral triangle .the firs row consists of one abll,the second of two balls,and so on.If 669 more balls are added,then all the balls canbe
Equation for the given intervaks in the intervaks, giving ypout answer correct to 0.1 1.sin x = 0.8 0 2. cos x =-0.3 -180 3.4cos theta- cos theta=2 0 4. 10tan theta+3=0 0
sin((2n+1)180)
Differences of Squares (and other even powers) ? A square monomial is a monomial which is the square of another monomial. Here are some examples: 25 is the square of 5 x 2 i
From past experience a machine is termed to be set up correctly on 90 percent of occasions. If the machine is set up correctly then 95 percent of good parts are expected however i
Use the graph of y = x2 - 6x to answer the following: a) Without solving the equation (or factoring), determine the solutions to the equation x 2 - 6x = 0 usi
Theorem Consider the subsequent IVP. y′ = p (t ) y = g (t ) y (t 0 )= y 0 If p(t) and g(t) are continuous functions upon an open interval a o , after that there i
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