N6 Educational Psychology Children can then count how many in each column and compare the amounts.


The following is a guideline what to expect from each age group: Children (4 to 4½) are expected to count from one to ten (likely by rote memorisation) and to recognise a handful of printed numerals. By age 5, children should be able to count a group of up to five objects and continue basic patterns. By Grade R, children are expected to complete more complicated tasks, such as counting to 100, counting a group of up to 20 objects, and creating complex patterns. The wide variety of maths and number activities children are introduced to establishes an important foundation for more advanced maths activities that will be introduced in primary school.


What book did you like the most?


Read only: 3 – 4 years


Numbers and operations


Child can count a collection of 1–4 items. He understands that the last word tells “how many” even if his counting lacks numerical understanding. Counting is more parroting. It focuses on sequence.


Geometry and spatial sense


Child begins to associate names of two-dimensional and three- dimensional shapes with the same size and orientation.


Measurement


Recognises and labels measurable attributes of objects, such as length and weight. For example, they may ask “Is this long enough?” Children can use a stick that is longer than the object to be measured to reproduce a length, but are unable to use something shorter.


Displaying and analysing data


Sorts objects and is able to count and compare the categories formed.


4 – 4½ years


Can add by “counting all.” For example, children roll two dice that come up three and four. To determine how many spaces to move, the child counts “One, two, three” on one dice and “one, two, three, four” on the second dice.


Can identify two-dimensional and three-dimensional shapes regardless of size differences and orientations. A triangle is still a triangle even if it is upside-down.


Begins to use non-standard units for measurement. They can use an item that is shorter than the item to be measured, but they need a number of them. For example, the child can measure the teacher’s desk with five shoes.


Creates categories based on complex characteristics of objects such as “things that cut,” which could include knives, scissors, and saws.


4½ to 5½ years


Can “count on” when using dice to play a maths game or in other addition situations. The child rolls two dice. One displays three dots and the other displays four dots. He looks at the first dice and says “Three” then counts on with the second die, “Four, five, six, seven.”


Can use tangrams to combine shapes into new shapes.


Children begin to use standard units, such as rulers, to measure objects.


Child organises and displays data through simple numerical representations, such as bar graphs. Children can count the number in each group.


27


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36  |  Page 37  |  Page 38  |  Page 39  |  Page 40  |  Page 41  |  Page 42  |  Page 43  |  Page 44  |  Page 45  |  Page 46  |  Page 47  |  Page 48  |  Page 49  |  Page 50  |  Page 51  |  Page 52  |  Page 53  |  Page 54  |  Page 55  |  Page 56  |  Page 57  |  Page 58  |  Page 59  |  Page 60  |  Page 61  |  Page 62  |  Page 63  |  Page 64  |  Page 65  |  Page 66  |  Page 67  |  Page 68  |  Page 69  |  Page 70  |  Page 71  |  Page 72  |  Page 73  |  Page 74  |  Page 75  |  Page 76  |  Page 77  |  Page 78  |  Page 79  |  Page 80  |  Page 81  |  Page 82  |  Page 83  |  Page 84  |  Page 85  |  Page 86  |  Page 87  |  Page 88  |  Page 89  |  Page 90  |  Page 91  |  Page 92  |  Page 93  |  Page 94  |  Page 95  |  Page 96  |  Page 97  |  Page 98  |  Page 99  |  Page 100  |  Page 101  |  Page 102  |  Page 103  |  Page 104  |  Page 105  |  Page 106  |  Page 107  |  Page 108  |  Page 109  |  Page 110  |  Page 111  |  Page 112  |  Page 113  |  Page 114  |  Page 115  |  Page 116  |  Page 117  |  Page 118  |  Page 119  |  Page 120  |  Page 121  |  Page 122  |  Page 123  |  Page 124  |  Page 125  |  Page 126  |  Page 127  |  Page 128  |  Page 129  |  Page 130  |  Page 131  |  Page 132  |  Page 133  |  Page 134  |  Page 135  |  Page 136  |  Page 137  |  Page 138  |  Page 139  |  Page 140  |  Page 141  |  Page 142  |  Page 143  |  Page 144  |  Page 145  |  Page 146  |  Page 147  |  Page 148  |  Page 149  |  Page 150  |  Page 151  |  Page 152  |  Page 153  |  Page 154  |  Page 155  |  Page 156  |  Page 157  |  Page 158  |  Page 159  |  Page 160  |  Page 161  |  Page 162