Técnicas e Instrumentos de recolección de datos

counting from any number, which is more challenging than counting up by rote from the number 1 or back from the number 10. For most students, counting backwards is more difficult than counting forward. It is common for students to hesitate and sometimes have difficulty when counting across decades, such as moving from 29 to 30, or to have difficulty with some of the numbers in the teens.

GETTING STARTED

Obtain a copy of the poem “Band-Aids” by Shel Silverstein, from Where the Sidewalk Ends (New York: Harper and Row, 1974), p. 140, and put it on chart paper or on an overhead to read aloud with the class.

The poem is about someone who has put many Band-Aids on his or her body, but who, in fact, has no cuts or sores. The Band-Aids are located as follows: 1 on the knee, 1 on the nose, 1 on the heel, 2 on the shoulder, 3 on the elbow, 9 on the toes, 2 on the wrist, 1 on the ankle, 1 on the chin, 1 on the thigh, 4 on the belly, 5 on the bottom, 1 on the

forehead, 1 on the eye, and 1 on the neck. The person also has a box that contains 35 more Band-Aids.

Invite students to circle number words in the poem using a coloured marker. Then have other students circle body part words in the poem using a different colour of marker.

WORKING ON IT

Read the poem to the class a couple of times.

Make a large-size cut-out of a person by projecting a transparency of C1.BLM1: Bandages Cut-Out onto poster paper and tracing it. Use real adhesive bandages or masking tape pieces to model the poem on the cut-out. Note: Be sure the cut-out can be turned backwards to have the adhesive bandages affixed to both the front and back. Remind students of some simple methods they have used to solve number problems (i.e., counting, joining, and taking away).

Introduce the following problem: Does the boy or girl in the poem have more Band-Aids on his or her body or more left in the box?

Review the question with the class. Have several students explain the problem in their own words. Have students share some of the ways they might begin solving the problem. They may act it out, use manipulatives, or use C1.BLM1: Bandages Cut-Out.

Show students C1.BLM2: Bandages Problem-Solving Worksheet. Tell students that when they have finished solving the problem, they will need to show how they solved it by writing words, using numbers, or drawing pictures on the worksheet.

GRADE 1 LEARNING ACTIVITY: COUNTING

Consider giving students each a copy of the poem “Band-Aids”. Students may circle the number words they find in the poem. They may use this as part of their problem-solving strategy.

Have plenty of manipulatives, including adhesive bandages or strips of masking tape, available for students to use to solve the problem.

Encourage students to talk about and share their solutions with a partner. If the

methods each partner used were different, they should then work cooperatively to show more than one way to solve the problem.

Circulate around the room as students are working to observe the process. Ask questions to keep students thinking:

• “What strategy did you use to solve the problem?”

• “How are you going to count how many?”

• “How are you going to figure out which number is more?”

• “How are you going to figure out which number is less?”

After most students have started their individual problem solving, have students stop and share the strategies they are using.

As a class count the total number of adhesive bandages on the large cut-out to check whether students’ answers are correct. The cut-out can become the centrepiece of a bulletin board display of the poem and students’ recordings of how they solved the problem.

REFLECTING AND CONNECTING

Have students share with the class the strategies they used to solve the problem. Ask: “What made this problem difficult to solve? What were some of the ways you counted to help you solve the problem?”

Reinforce the idea that there are many different ways to count, such as by 1’s or by grouping by 5’s and 10’s. Emphasize that grouping can make it easier and faster to organize and count large numbers of items.

Ask: “How did you decide whether there were more Band-Aids on the person or in the box?”

ADAPTATIONS/EXTENSIONS

Although it is best to let students try several strategies on their own to solve the problem, this problem may also be used as a modelling activity. The teacher may want to model strategies that students suggest (using manipulatives, drawing a picture, and so on). The goal is for students to see that there is more than one way to solve a problem

GRADE 1 LEARNING ACTIVITY: COUNTING

and that counting is a strategy for figuring out how many. For students who need an extra challenge, ask them to figure out how many Band-Aids the person in the poem has altogether, on his or her body and left over in the box.

MATH LANGUAGE

– counting words

ASSESSMENT AND EVALUATION

Record observations using an anecdotal record sheet.

• Are students able to choose an appropriate manipulative? (Problem Solving)

• Are students able to manage and organize manipulatives? (Problem Solving)

• Observe students’ willingness to persevere with the problem. Do they give up easily or look for new strategies? (Problem Solving)

• Observe the methods students use to count the manipulatives. Do they group items to make counting easier? (Understanding of Concepts, Application of Procedures)

• Listen to students’ explanation of the problem. Do they understand the problem? (Understanding of Concepts)

• How clearly do students explain the strategy that they used? (Communication)

HOME CONNECTION

Send home C1.BLM3: How Many? Students will use their counting skills to find out the number of various items they have in their home: doors, windows, spoons, forks, lamps, and clocks. LEARNING CONNECTION 1 Counting Necklaces Materials – string – beads – interlocking cubes – cereal shaped like zeros

At the beginning of the year, Grade 1 students benefit from making counting necklaces (i.e., necklaces on string made from beads, cereal, or interlocking cubes). Students can be assigned different numbers depending on their number awareness. Once students are successful at counting out a number of items one at a time, challenge them to make necklaces that model counting by 2’s, 5’s, and 10’s. Students may alternate materials, colours, and so on, to make sections of 2’s, 5’s, and 10’s, or they can put a marker between each group, such as a paper cut-out or another manipulative. After they have finished their necklaces, students can exchange them with a partner to count to find out how many. Students may save the necklaces to use as counters throughout the year.

GRADE 1 LEARNING ACTIVITY: COUNTING

LEARNING CONNECTION 2