Teaching a concept
... each number in sequence from 1 to 5. Once each child has memorized the numbers in sequence, I will move on to show the children the relationship between counting numbers and objects by playing a counting game by counting objects set into groups of two, three, etc up to a group of five. Next, I will introduce the concept of permanent values. That a group of five objects in one hand are still five objects when dropped onto a table. 5. I will use both visual tools on a computer screen/poster board to actual objects such as real apples and/or bananas. 5.1 For children with a learning disability I will make up flash cards that may be kept in the child’s pocket or desk so that they may look back at these cards as references. I may also count with my fingers as these may be better tools used in counting for a child with a learning disorder. 6. To review the concepts that I have just taught I will play another game such as: using cards that need to be put in order, or use dominoes made out of flash cards and corresponding numbers cards that have to be matched. 5.2 Because teaching numbers does not always have to be a structured task: I may chose to play a different game such as rhyming or ask a child to fill in a number (Ex: Every face has ___ eyes , or a cat has ____ legs, etc) 6. In order to ensure that my students are motivated I will emphasize how important it is to practice their counting five minutes each night. I will ask the students to sit down with their parents or an older sibling and show them what they have learned today and show them how to count objects in their room such as: the number if dolls or cars they may have in their rooms or the number of light switches in their homes up to the number five. 7. To make sure that each student is doing their homework, each morning I will ask each child to tell me what they counted the night before and how many of them did th...