PART1

Question

PART1

Shyamal Bikash Chakma · Accepted Answer

PART - 1

1. The game takes place in a classroom with 10 children. The teacher gives each child an egg with their number written on it (1-10). Then, the children collect eggs with higher numbers on them (the teacher calls out which number each child should be collecting). Once all of the children have collected an egg with a higher number, they exchange their egg for one containing another number (e.g., 1 for 2). This process continues until everyone has been given an egg containing their own number: 1-10. Once all of the children have gone through this process, they return to their original starting positions and count off by tens until everyone has been called out by name.

2.  The teacher has students line up by their numbers from 1-10 and then collect eggs with the same number. She calls out which number each child should be collecting. Once all of the children have collected an egg with their own number, they exchange their egg for one containing another number. They then repeat this process until everyone has been given an egg containing their own number: 1-10. There are 10 participants in this activity.

3. The teacher uses a transition dynamic to wait for all children to Participate. She calls out the number of the child who will be receiving the egg containing their own number. She does this by calling out that child's name, and then waiting for them to respond with their number. This allows her to ensure that everyone has an egg containing their own number before proceeding with the activity.

4. A teacher uses open-ended questions to determine children's level of understanding. For example, "What number is your egg?" She also uses mapping children's actions as a way of communicating with them. For example, when all of the children have been given an egg containing their own number (1-10), she calls out for everyone to return to their original starting positions and count off by tens until everyone has been called out by name.

5. The teacher encourages the children to problem solve by allowing them to figure out how to collect eggs with higher numbers on them. She also provides some support for the children by calling out which numbers each student should be collecting.

6. The activity promotes children's creativity by allowing them to choose which number they want to collect, and the activity is mainly directed by the teacher since she calls out which numbers each child should be collecting. The teacher also makes the activity interesting by calling out numbers in a rhyme so that it doesn't get boring for students.

7. The students are in two rows of five. The teacher is standing in front of the room with ten plastic eggs in her hand. She takes out an egg and hands it to the student on the left side of the line closest to her, who then runs around collecting other eggs with numbers higher than three written on them. The children return eggs with a higher number for one containing another number (1 for 2), until everyone has been given an egg containing their own number: 1-10. Once all of the children have gone through this process, they return to their original starting positions and count off by tens until everyone has been called out by name. There are 10 children participating in this activity. The teacher shows genuine interest in what the children are doing and has conversations with them and provides one-on-one support when needed

8. For younger children, teachers use adaptive materials and activity structure to meet the needs of students. For example, in a counting by tens activity, students may be given plastic eggs with numbers on them and asked to collect eggs with higher numbers on them. The teacher will call out which numbers each child should be collecting, so that all of the children have an egg containing their own number (1-10). Teachers may also count off by tens until everyone has been called out by name.

With more mature or skillful children, teachers may not use adaptive materials or activity structure to meet their individual needs. For example, in a counting by tens activity, students would be asked to collect plastic eggs with numbers on them and exchange their egg for one containing another number (i.e., 1 for 2) when they have collected an egg containing a higher number than theirs.

9. Everyone, line up on one side of the room. Hold your egg with your number on it. We're going to play a game where we collect eggs with higher numbers on them. I want everyone to run around and collect as many eggs as they can in order from 1 to 10. When you find one with a higher number on it, bring it back here and exchange it for one with a lower number on it. So if you find an egg with number 5 on it, bring that back here and exchange it for one with 4 on it. Got it? Okay then! Let's start collecting eggs! When everyone has found an egg that has their number written on it, we'll swap them out again so that each person has an egg containing their own number 1 through 10! Ready? GO!"

PART1

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