Homework #2
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School
University of Nevada, Reno *
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Course
201
Subject
Mathematics
Date
Apr 3, 2024
Type
Pages
3
Uploaded by CommodoreStar17704
EDU 205 Homework #2 Name: Jillian Milat Nevada
California (48 months on le= & 60 months on right)
New York
What number do children need to know how to count to? (reciIng numbers orally)
Students should know how to count to 10
Students can recite numbers in order to 10 with increasing accuracy Students can recite numbers in order to 20 with increasing accuracy Child is able to count to 20 by ones.
When given a set of objects to count using one-one-correspondence or cardinality, what number are children expected to work toward? Students should be able to count to 20 by demonstraIng one-to-
one correspondence using objects.
Students can count up to 5 objects using one-
to-one corresponde
nce with increasing accuracy
Student ca count up to 5 objects using one-
to-one correspond
ence with increasing accuracy
Child uses one to one correspondence when counting to ten.
What are the expectaIons for children working with shapes? What shapes do they need to work with? What do they need to do with these shapes? (i.e. idenIfy them, name them, build them etc.)
Students begin to recognize two and three dimensional shapes in the environment. IdenIfy circles, triangles, and squares. Students can IdenIfy simple two-
dimensiona
l shapes, such as a circle and square.
IdenIfy, describe, and construct a variety of different shapes, including variaIons of a circle, triangle, rectangle, square, and other shapes.
Child can name square, triangle, rectangle, circle. Can match two items of shape regardless of size. short objects by shape. 1
EDU 205 Homework #2 Name: Jillian Milat Outcome 3: Reflect & Respond (Application and Implications for Practitioners) Question:
Compare and contrast the standards from each state. In your opinion, do the states have similar expectations as to the math skills children should have at the end of pre-k? Briefly explain how they are similar and how they differ. Do these similarities or differences matter for young children and/or their teachers? What challenges might a kindergarten teacher face if children were entering the classroom from pre-k programs in each state? Explain your reasoning, making sure to comment on each of the three states. In all three of these states. There are many differences and similarities in the expectations of math skills children should have at the end of pre-k. The first similarity is the counting skills. All three states emphasize counting skills. Children in these states are expected to count to at least 10 or 20 and must all demonstrate one-
to-one correspondence with certain objects. The second similarity I see is shape recognition. The children in these states must all recognize and name certain shapes. The most common shapes for children to recognize in these states are circles, triangles, squares, and rectangles. The last similarity I see is pattern recognition. Each state Has standards related to recognizing, repeating, and reproducing patterns. While there are many similarities in these states there are also many differences. The first difference would be the counting range. While all states are expected to count to certain numbers, Nevada’s expectation is only 10 while New York and California is up to 20. The next difference is the variation in shapes. California expects students to recognize shapes beyond circles, triangles, squares, and rectangles while New York and Nevada only expect these basic How should children do with paXerns
Students can recognize and replicate simple paXerns
Students attempt to create a simple repeating pattern or participate in making one.
Students begin to extend and create simple repeating patterns.
Child recognizes, describes, reproduces, and extends patterns. Child reproduces a simple pattern model.
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EDU 205 Homework #2 Name: Jillian Milat shapes. The last difference is the complicity of patterns. While all three shapes look for the understanding of patterns, California expects students to extend and repeat patterns. I believe that there could be challenges for students and teachers when looking at the similarities and differences in the expectations. A teacher may have a hard time as well, adjusting their instructions to align with these expectations. In comparison, If a student were to move from Nevada to California during Kindergarten, the student may have a hard time catching up with his or her peers. In conclusion, while there are many similarities between these state's standards, The specifics may be a challenge for both students and teachers. Resources https://static.nylearns.org/content/documents/prekindergarten_learning_standards_jan_10_2011.pdf Be sure to read the assignment outline and rubric on WebCampus.
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