Working with parts and wholes helps children move from centering to understanding that the ____________________is only the sum of its parts.
Fill in the blank(s) with the appropriate word(s).
Question 2Children with lack of behavioral control may have difficulty in sharing activities designed to teach parts and wholes of groups.
a. True
b. False
Question 3Very young children think that a cracker broken into smaller pieces is more than a whole cracker.
a. True
b. False
Question 4Breaking cookies in half helps children learn that whole things can be divided into parts.
a. True
b. False
Question 5Learning about body parts helps children begin to understand that the whole is the sum of its parts.
a. True
b. False
Question 6Young children are not interested in the concepts of part and whole.
a. True
b. False
Question 7Select the example of things, people, and animals that have parts.
a. Tina shares her cupcake.
b. Sue takes half of the lump of dough.
c. Tom takes some of Joe's crayons.
d. The dolls arm falls off.
Question 8Which of the following materials is
not designed for teaching parts and wholes?
a. A lotto game called
Whats Missing?
b. Dividing groups into smaller groups
c. Magnetic numerals
d. Cutting up a banana
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