Make a money table like this one on a small white board. Even so, children’s understandings will be deepened by starting concretely with coins. Today, most monetary transactions involve numbers printed on a paper cash register receipt or even just on a computer screen. I also want to show you how you can use algebraic thinking to build foundations for understanding money (Power-Start Goal #6 ). ![]() The use of a table like this one might follow previous conversations about how many legs (or feet) different creatures have - humans, pets, farm animals, insects, dinosaurs, etc. So, here, I’m showing you another table containing information about legs for pigs and chickens. Even so, screen time and looking at TV are passive activities and shorten attention spans. ![]() Accordingly, they are accustomed to getting information from visual images and not just from the voices of adults. You now may immediately say to yourself, “Whoa! Algebra? - reading tables?– that’s way beyond the capabilities of a preschooler!” But, think about it a little more and you’ll recall how today’s children begin looking at screens from early ages. In later schooling, question marks are frequently replaced by letters such as x and y. The question marks in the table above announce entry into the algebra domain - the realm in which we work with numbers that are unknown. Also, another important way of using tabular information is for algebraic thinking, that is, looking for patterns with numbers and their operations. Using tabular information to solve a problem can be about working with data, like my Jpost about teachers’ bookshelves. Another key skill for solving this problem is the mathematical practice of using information in a table (Power-Start Goal #7). The proficient third-grader uses arithmetic, and of course, knowledge that pigs have 4 legs and chickens have 2 legs to complete the table with 6 pigs 9 chickens 15 animals and 42 legs. Replace the four question marks with the correct numbers in the table below.
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