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Little, Bigger, Biggest

Little, Bigger, Biggest. By: Cydney Croney This presentation helps students learn to count to the number three while also categorizing round objects from smallest to largest. A little ball,. A bigger ball,. And a great big ball I see. Now help me count them,. One,. two,. three!.

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Little, Bigger, Biggest

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  1. Little, Bigger, Biggest By: Cydney Croney This presentation helps students learn to count to the number three while also categorizing round objects from smallest to largest.

  2. A little ball,

  3. A bigger ball,

  4. And a great big ball I see.

  5. Now help me count them,

  6. One, two, three!

  7. TEKS-Prekindergarten Guidelines • (1) Number and Operations Understanding the concept of number is fundamental to mathematics.  Children come to school with rich and varied informal knowledge of number.  A major goal is to build on this informal base toward more thorough understanding and skills.  Children move from beginning to develop basic counting techniques in prekindergarten to later understanding number size, relationships, and operations. The child: • counts by ones to 10 or higher • counts concrete objects to five or higher • 4) Measurement Measurement is one of the most widely used applications of mathematics.  Early learning experiences with measurement should focus on direct comparisons of objects.  Children make decisions about size by looking, touching, and comparing objects directly while building language to express the size relationships.  The child: ·     begins to make size comparisons between objects (e.g., taller than, smaller than) ·     begins to order two or three objects by size (seriation) (e.g., largest to smallest) (age 4)

  8. Resources • Reprinted with permission from the National Network for Child Care - NNCC.Reschke, K. (1998). Fingerplays Plus. Ames, IA: Iowa State University. • Created and Recorded by: Cydney Croney • Images from: Microsoft PowerPoint Clip Art • TEKS Guidelines from: http://www.tea.state.tx.us/

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