![]() Those are the same thing! So we can put equal signs between them. ![]() So you have four counters and the number 4. This means whatever is on either side of the equals sign is the same. You can also make your own just on sticky notes. Now introduce one of the printed-out equal signs. So I drew a four and asked the student to create a set of 4. Now whatever number you draw, ask your child to make that set. Use the number flashcards and pull out a number, and I recommend staying under 10. Now we will emphasize that the number 5 equals those five counters. So our children can be asked to pull out five counters. Today we will be building on the connection between numbers and sets. Do not buy twice, just reminders of what we will need and where to get it if you still need them.) (Please note many of these materials are the same as previous lessons. But this is just the priming phase, so let’s go.ĭemonstration Manipulative ← Highly recommended however, if you want to save money, feel free to make one! It would be a cute craft project. Nine being less than 13 when it’s bigger than one and three can be a mind blow for some. Zone B (First Grade Comparison) gets trickier with numbers greater than 10. Simple stuff, this Unit goes by pretty quick. Even if the seven came first, we don’t call it “bigger.” We call it greater than. We would say the five first from right to left, so 5 is less than seven. For example, in the sentence above, students will still want to say “7 is bigger than five,” which is incorrect on two levels. Students will often want to say which number is bigger and not the number sentence correctly. You read from left to right with the symbol dictating the sentence. The only tricky part (which isn’t focused on until next year, but we will cover) is reading the sentence correctly. Yes, we all remember these lessons, and it is one of the more straightforward concepts for students to pick up. Imagine what all YOUR kid can get down with an extra 780 minutes. Yet… in public schools, they beat it to death with about two weeks of instruction dedicated to it.ġ0 Days X 90 Minute Math Blocks = 900 minutes!Ĥ Lessons X 30 (at most) Minutes Per Lesson = 120 minutes. ![]() It’s a simple concept that kids pick up quickly.
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