1. ©2010 Cengage Learning. All Rights Reserved. Section IV Symbols and Higher-Level Activities Unit 24 Groups and Symbols

2. ©2010 Cengage Learning. All Rights Reserved. Three Higher-Level Tasks for Groups and Symbols Match a symbol to a group Match a group to a symbol Reproduce symbols

3. ©2010 Cengage Learning. All Rights Reserved. Examples of Ordering and Patterning Activities Naturalistic ActivitiesA When they understand that groups and symbols go together, children will begin to use them in their play Informal Activities Introduce various activities to the children that require them to match symbols to groups and groups to symbols Teach children to write numerals as they ask to write their age, address, phone numbers, and so on Structured Activities These activities take the form of games and include –using a theme Example: “Letters to the post office” –basic board games –lotto or bingo

4. ©2010 Cengage Learning. All Rights Reserved. Assessment and Evaluation How does the child use materials for informal activities? How does the child do when playing structured games? Conduct an individual interview

5. Counting Book Evaluation Criteria suggested by Ballenger, Benham, and Hosticka Be sure the numerals always refer to how many and not to ordinal position or sequence.

6. Counting Book Evaluation The numeral names should always refer to how many. The narrative on each page should clearly identify the set of objects that the numeral is associated with.

7. Counting Book Evaluation The illustrations of objects to be counted and connected to the numeral on each page should be clear and distinct.

8. Counting Book Evaluation When ordinals are being used, the starting position (e.g. first) should be clearly identified. When identifying ordinal positions, the correct terms should be used) e.g. first, second, third). When numerals are used to indicate ordinal position they should be written as 1st, 2nd, 3rd and so on.

9. Counting Book Evaluation The numerals should be uniform in size (not small numerals for small sets and larger numerals for larger sets). The book should emphasize the concept of one to one correspondence.

11. When amounts above 10 and their associated numerals are illustrated, the amounts should be depicted as a group of 10 plus the additional items.

12. Counting Books