Sorting Rocks with child 32
The child can classify and sort the rocks with the size attribute. The kid does not find any similarity amongst the rock aligns them all together again to be able to identify any similar attribute. He is challenged by the teacher to try to sort out the stones by different characteristics. He solves the problem by first identifying the larger rocks, which he says they still different in terms of sizes. He further classifies the stones which are of the same sizes into the group and separates the different stones from the group.
The child’s skills can be strengthened by allowing the child to come up with their objects or patterns instead of the teacher, providing them with sets of work to sort. By identifying their own collections, it will be more attractive to them and hence able to strengthen the measurement attribute. A child’s sorting skills will also be improved if he is encouraged to explain his reasoning even if the answer is wrong. The child should be encouraged to explain why he thinks some rocks don’t fall in any of the groups. And lastly, the movement attribute should be strengthened by engaging the kid more in handling the real-life objects.
Sorting rocks with child 14
The child first sorts out the stones by their measurement. The teacher challenges the child to solve the problem in a different classification. The child regroups the rocks through comparisons of their shapes to things he sees each day, such as a tooth, car, or pancake. He matches together with the rocks of the same shapes and patterns and defines them as different individual groups despite their sizes. The child should be encouraged to try as many times as possible so that he can familiarize himself more with shapes related mathematical attributes. He should also be allowed to use his own sets of objects that closely relate to shapes of math attributes. And finally, will enable him to handle real-life objects with many trials as possible for motor development and eyes and hands coordination.
Sorting rocks with child 31
The child is first able to classify the rocks by their intensity, where she feels that some rocks are heavy while others are not heavy. The teacher challenges her to figure out a different way, where she realizes that some rocks are bigger than others. She groups them in the same line and refers to them as ‘big.’ The teacher assesses her to identify if she can give a name to the rest of the group, which she refers to as ‘small ones.’ The child is able to identify rocks in terms of sizes. The child should be involved in more practical tasks to familiarize herself with more attributes, which will improve her motor skills that involve coordination of hands and eyes. The child should also be left to figure out by another on how to sort out the rocks in different ways.
As a teacher, I would first demonstrate to child 32 how to separate the rocks by different attributes and encourage him to have as many trials as possible until he is confident in his attributes. I would also improve child 14’s skills in classification by offering objects that are similar to math attributes. I would focus on improving the confidence of child 31, which will enable her to improve math skills that involve step by step problem-solving. I would finally focus on challenging the kids to count the rocks and name the rocks by the last number.