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wk3 Language Stage

Materials Language Materials Language is very similar to children's language, however during this stage the teacher may use more general and open ended materials. This may include but are not limited to MAB blocks, paddle pop sticks, counters, cardboard cut outs. The language in this stage is progressing further towards the symbolic phrase and the teacher may alternate between "how many" to "total"

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91 views

wk3 Language Stage

Materials Language Materials Language is very similar to children's language, however during this stage the teacher may use more general and open ended materials. This may include but are not limited to MAB blocks, paddle pop sticks, counters, cardboard cut outs. The language in this stage is progressing further towards the symbolic phrase and the teacher may alternate between "how many" to "total"

Uploaded by

api-310817151
Copyright
© © All Rights Reserved
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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Language Stage

Materials

Language

Recording

Childrens Language

Materials for childrens language should


comprise of familiar objects, objects
which are common to the students daily
lives. This may be apples, teddy bears,
books, pens, pets, mats with settings
and images etc.

NO symbols during this stage. Students


will be drawing pictures only. This
pictures will reflect the common
materials used for the problem solving
tasks. Groups of the materials used
should be illustrated or rectangles to
represent the array model.

Materials Language

Materials language is very similar to


childrens language, however during this
stage the teacher may use more
general and open ended materials. This
may include but are not limited to MAB
blocks, paddle pop sticks, counters,
cardboard cut outs, the students may
feel comfortable enough not us mats or
sheets to create the whole concept.
Students shouldnt be relying on
materials during this stage although
MAB blocks and counters may be used
to assist and confirm the mathematical
concept/problem solving.

The language for multiplication in


the childrens language stage will
be primarily using words with a
basic concept. This may include
how many, more, then, and,
groups of makes plates of
rings of cups of packets of
sets of
The language in this stage is
progressing further towards the
symbolic phrase and the teacher
may alternate between how many
to total together more in all
counter groups of

Mathematical Language

Symbolic Language

No materials should be needed.

Teachers should be moving away


from the basic phrases by this
stage as students are developing a
strong concept of the tasks and
problems. Examples of language
may include word choices of total
equals times multiply by or
multiple moving towards by
Multiply
By
Times
Equals
The total
Are phrases most common during
symbolic language

Again NO symbols during this stage.


Students will be drawing pictures only,
teachers can encourage students to
start writing the words and problems out
as they occur. This pictures will reflect
the common materials used for the
problem solving tasks. Groups of the
materials used should be illustrated or
rectangles to represent the array model.
Students should be writing out the
numbers and perhaps using the words
by multiply by total or equals in
their records. Pictures should not be
necessary for this stage in the language
model. Students may still be using array
model and rectangles to concrete the
learning concept.
2x3=6
The notion of drawing pictures shouldnt
be necessary as students are capable
of drawing the symbols to simply their
working and tasks. The amount of
words written should dramatically
decrease due to the capability of writing
in short hand/symbols to represent their
concept, skills and strategies.

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