Question 18

Arranging the same amount of pennies in different formations and asking the student to determine whether each formation has the same amount

This activity will effectively demonstrate a student's understanding of the conservation of number, as it directly challenges them to recognize that the quantity remains the same regardless of how the items are arranged.

A) Arranging the same amount of pennies in different formations and asking the student to determine whether each formation has the same amount

This option is correct because it specifically tests the student’s ability to understand that the quantity of objects does not change with the arrangement. By manipulating the formation of the pennies, the teacher can assess whether the student grasps the principle of conservation of number, which is a foundational concept in early mathematics.

B) Giving the student a set of counters and asking the student to determine how many counters are in the set

While this option assesses counting skills, it does not specifically evaluate the conservation of number concept. The student may simply count the counters without considering whether the number remains the same if the counters are rearranged, thus failing to test their understanding of conservation.

C) Asking the student to use green and yellow blocks to make different combinations of five and to write a number sentence for each combination

This option focuses on combinations and addition, which may demonstrate number relationships but does not directly assess the conservation of number concept. The student might understand combinations without fully grasping that the total remains the same despite different arrangements.

D) Telling the student to count out loud by threes and then to shade in each number counted on a hundreds chart

This activity primarily focuses on counting skills and number recognition rather than the concept of conservation of number. It does not engage the student in evaluating whether the quantity remains constant when the items are rearranged, which is critical for understanding conservation.

Conclusion

Option A is definitively correct because it directly assesses a student's comprehension of the conservation of number through practical manipulation and reasoning. In contrast, the other options either focus on counting skills or combinations, failing to challenge the student's understanding of how quantity remains unchanged despite different arrangements. Thus, only Option A effectively addresses the core concept being tested.