Steps to Follow for Students to Understand the Principles
Using the one-to-one correspondence principle, every object counted from11 from 15 is allocated a single count following the counting sequence (Van de Walle, 2004, p.116). In the first step, I would create cards each with the count number. In the second step, I would request five of the students to hold the cards following a sequence from 11 to 15. As the instructor, I would sing out the numbers in the third step as students lift the cards one by one to follow the rhythm of the chorus. In the fourth step, the other five students are trained to sing out the numbers using the instructor’s created song. Once this group has been able to memorize the songs consistently as the other five lift the cards, in the fifth step, I would request the two groups to alternate. Using the cardinality rule, when sets of objects are counted, the last number attached to the objects is used to represent the numbers of various objects that have been combined (Van de Walle, 2004, p.117).
Bearing in mind that the student can count rationally from 1 to 10, in the first step, I would represent eleven objects by 10 and 1 so that counting to eleven will require the student to stop at counting ten objects plus one other object extracted from the set of 10 objects previously counted. In the stable order rule, the words that are used in counting numbers are of the same sequence as the involved party progresses to the next. To teach a student to count numbers from 11 to 15, the first step is to draw attention to notify the students that numbers beyond 10 comprise two separate numbers previously incorporated in numbers between 0 and 9 together with the word teen used to describe this relationship. The second step is to break thirteen into 10 and 3, 14 to 10 and 4, and 15 to 10 and 5. The third step is to use the word ‘teen’ to describe this combination so that whenever the student hears the word teen, he or she develops the perception that the number is beyond ten.
Assessing Mastery of Rational Counting
To assess the mastery of rational counting of numbers, an effort is made to determine the extent to which students can memorize the counting techniques (Reys, Lindquist, Lambdin & Smith, 2012). In the case of counting numbers 11 to 15, I will recognize groups of numbers say in fives that amount to 15 without having to count. Secondly, I would assess whether a student can use that information to figure out the numbers of objects in another group through knowing the number of objects in a single group (Charlesworth, 2006, p.96). This would help me to assess the capacity of students to count numbers from 11 to 15 by presuming that students can count rationally to 10.
Accommodation of Students with Learning Exceptionalities
Counting skills form the basis of elementary learning among kindergarten children. According to Reys, Lindquist, Lambdin, and Smith (2012), in the elementary grades, tutors should pay attention to counting coupled with attaching sense to numbers. In many kindergarten schools, counting skills begin by learning to count 1-10. However, different children have different learning abilities. Adopting my instruction to accommodate English Language Learners and students with learning exceptionalities, I require extra verbalization techniques, for instance, incorporating their motor skill, auditory, and visual senses to help in the counting process. I would use this technique to include counting using nursery rhymes and jumping amongst others. My strategy also enables students to memorize the numbers written on the cards in relation to the rhythm of sounds of the numbers as the cards are lifted.
Reference List
Charlesworth, R. (2006). Experiences in math for young children. New York: Cengage Learning.
Reys, R., Lindquist, M., Lambdin, D. & Smith, N. (2012). Helping children learn mathematics (10th ed.). Hobokon, NJ: John Wiley & Son.
Van de Walle, J. (2004). Elementally and Middle School Mathematics. Teaching development, 4(2), 115- 131.