Après avoir travaillé un certain temps avec les perles dorées, puis les cartes des catégories, Nistoun a vu l'association des deux. Il fabrique des nombres en perles, place les cartes correspondantes. Ou bien je lui donne des cartes, il choisit les perles. A la fin, il me dit ce qu'il a fabriqué.
Je lui ai présenté la magie du nombre, qu'il attendait avec impatience, car il avait entendu les grands en parler... je le faisait patienter car je voulais que la construction de nombre soit bien acquise, sans hésitations.
Il a beaucoup aimé ! Voir apparaître le nombre final en glissant les cartons les uns sur les autres est en effet très amusant.
We allowed the child to understand what is an
addition, with the great addition. He worked the first Seguin’s table, and now
knows the numbers 10 to 19. It is time for him of working on memorizing the
addition operations. By a series of steps, he will acquire the reflexes allowing
him to find simple results, quickly, without requiring a classical operation
technique. It is a kind of "global computing" (compared to the 'look
and say' method of reading) that will help later to calculate faster. This can
be compared to how we learn the multiplication tables.
We can provide the child with a book that will follow
him throughout these learning. During these steps, it is question of control
charts, fingers charts filled, cut or simplified ... vocabulary needed to
understand what it is. The photos will help you find your way.
The sequence of these steps takes a variable time
depending on the child, but this shouldn't last over one year and a half. It is
interesting to propose this exercise before the child reaches his 6 years old,
so it is still in the absorbent mind - and it is printed so deeply in him.
STEP ONE
The child uses the addition table and the red and blue
lines. He has a book of nine pages on which are written the 9 addition tables,
with no results. It copies the tables in a book, using the material to find the
result, and corrects the control chart No. 1.
The first control chart
STEP TWO
Always with the addition tables, but this time by
choosing cut combinations. The child writes the
operations chosen, finds the result with the material, and always corrects with
the control chart No. 1.
STEP THREE
The child works the equalities with 10. By positioning
the bars, this creates a symmetrical set what will mark the child's mind.
In this same step, we will point out to the child that
certain combinations are equal: together we are going to hide on the table all
combinations of control "unnecessary". We will obtain the control
table No. 2, simplified. It is now with this table that he will control his work.
The second control chart
STEP FOUR
My child assembles identical figures. He will get
again a symmetrical assembly allowing it to make some logical connections.
STEP FIVE
Once again, as the child take cut combinations, he
writes them on his workbook. It works this time with the fingers charts filled,
and he corrects himself with the control chart No. 2 (simplified).
STEP SIX
With the cut combinations, the child does again the
same work, but with the help of fingers charts divided. A little manipulation
is needed to fully understand how to find the result. It always corrects the
control table No. 2
Two videos to understand how to read a result:
STEP SEVEN
This time, the finger charts is divided and
simplified: only the results will ultimately appear. The work is always the
same: pick combinations, write them on the notebook, find the result with the
fingers charts (the child already knows several results by heart), and control
with the control table.
STEP EIGHT
The fingers chart is empty. As the child chooses five
combinations, he writes them in his notebook. He finds the token corresponding
to the result, and places it on the fingers chart non-filled. He corrects with
the fingers chart filled. We can fix the chips with a kind of fixing pulp, so
that his work can be done over several days.
STEP NINE
The child works with tokens. He picks one, finds which
combination it is the result, and places it on the fingers charts un-filled. He
corrects himself with the fingers charts filled.
STEP TEN
The material is the same as for the step nine. Except
that this time, we helps the child
to choose all the token indicating the result 10, and to place them on the
fingers chart non-filled. He will discover some things well. It will continue
the work in each time taking all the chips showing the same result, and will
complement the entire chart.
STEP ELEVEN
The child works the particular combinations, which
will prepare operations with holes and later functions.
STEP TWELVE (the last one !)
Now that all these steps are
done, the child should have so often used the combinations that he knows by
heart the results. We will help him to work to discover small problems, in
order to put in action the knowledge gained and to associate them with
something concrete.
Lecture :
- pages 8-9 BBP
- série rose
- 2ème livret du père Faure
- La boîte des petits objets
Ecriture :
- pages 36 à 40 BBP
- lettres dans la semoule
- lettres à peindre avec les doigts
- poiçonnage
- lettres sur 2è cahier
Calcul :
- association perles et symboles
- construction de nombres
- la magie du nombre s'il est prêt
- séguin perles 11 à 16
- séguin 17 à 19 s'il est prêt
- serpent positif étape 1
Vie Sensorielle :
- trinôme
- tiroirs de géométrie (vocabulaire)
- les petits volumes : les familles
- 3è boîte des couleurs : le soleil
- tablettes rugueuses
Un travail intéressant sur le fond, qui doit être assez liquide et bien coloré, et sur les pois qui sont bien réguliers. Les tiges demandent également de bien tenir son pinceau sans trop appuyer. Bref, on a tous bien aimé !
Je vous l'avais dit, nous avons dans la classe une grande boîte à outils comme ça :
Dans chaque casier, il y a des petits objets rangés selon un ordre bien précis. Les trois premiers, numérotés 1, 2 et 3, contiennent des objets ayant des noms phonétiques.
Nistoun sort les objets, et écrit les noms avec les lettres mobiles, puis vérifie son travail grâce aux billets de correction. Ici, pile, vis, sac, micro. Sans surprise, il a écrit pile sans e, et sur la correction je lui ai écrit avec un e, ce qui me permet d'introduire le fait que certaines lettres ne s'entendent pas.
Nous avons galement joué à une chasse au trésor. J'ai disposé des objets dans la classe, que je lui demandais de me ramener après avoir lu des petites phrases écrites :
