问题描述：
求英语翻译高手,英文译成中文,不要翻译器!
Mary and Cindy,university researchers,shared the story of“Queen Arithma’s Party”in a first grade classroom.These first graders had worked on place value through their morning calendar routine.Prior to our visitwe spoke with the teacher about the children’s knowledge of place value.She explained that the children had been introduced to ones and tens,but did not have much experience with the hundreds place and suggested that the majority of the students were still in the developing stage in their understanding of place value.
Upon our arrival,the first graders were invited to the carpet,a common place for story time.Mary sat in the rocker and explained to the children she wanted to tell them the story of Queen Arithma.
While Mary told the story the children appeared to listen intently as they maintained eye contact with her and sat very still.Several times through the telling of the story a student would ask a question.For example,one student raised her hand and asked what an invitation was.A few times children smiled and laughed in response to the story.
After the tale was told we asked the children to make personal connections(Keene&Zimmerman,1997)to the story.One student shared with the class a time when she went to a party and discussed the fact that many people were invited.We then reviewed what Queen Arithma’s problem was and how she solved the dilemma.The students were asked to go back to their tables and were given directions for their sorting activity.Practicing the skill of sorting is important for young children.Reys,Lindquist,Lambdin,Smith,and Suydam(2004)state that“the most important purpose of this practice…is that it shows children how an unknown quantity can be organised into a form that can be interpreted by inspection”(p.171).
Each table was asked to work as a team to sort a stack of“invitations”(envelopes)into ones,tens and hundreds and tie them with the appropriate coloured ribbon just as the characters in the story did.The class reviewed which colour ribbon was used for the ones, the tens and the hundreds in the story,and this reminder was written on the board.Each group was provided a basket containing approximately 100–125 envelopes and more than enough coloured ribbon to bundle the envelopes accordingly.
Students began working at their tables counting and sorting the invitations.One table divided up their tasks and had each group member individually count invitations.They encountered a problem when one person counted by tens,one person counted by ones, and another tried to count by hundreds.They soon realised that their original plan would not work.Mary asked the group,“Why do you think your plan isn’t working?”
With a puzzled look,one child asked,“Is it because we’re all counting at once?”
Mary then asked,“How did Queen Arithma and Gwendolyn count their invitations?”
After a pause,the child said,“Oh,they worked together and counted by tens.”
With assistance from Mary,the group reorganised their plan and completed the task appropriately.Several other students raised their hands and asked questions.For example,Jared’s group began counting out the bundles of tens, and tied the blue ribbon around ten bundles to represent a hundred.Afterward,they began counting the remainder of the envelopes and put them into bundles of tens.
At this point Jared looked up and asked,“I don’t get it,what do we do with the ones?”
Cindy suggested that the group keep working and she stated to Jared and his group,“Keep going and you’ll see what happens.”She sat with the group and watched them count the remainder of the envelopes into tens.
Carley counted the last of the envelopes and said to her group,“Uh-oh,we only have seven.”
The children all looked over at Cindy and then Jared shouted,“Oh!I know,those are the ones!”
Mary and Cindy,university researchers,shared the story of“Queen Arithma’s Party”in a first grade classroom.These first graders had worked on place value through their morning calendar routine.Prior to our visitwe spoke with the teacher about the children’s knowledge of place value.She explained that the children had been introduced to ones and tens,but did not have much experience with the hundreds place and suggested that the majority of the students were still in the developing stage in their understanding of place value.
Upon our arrival,the first graders were invited to the carpet,a common place for story time.Mary sat in the rocker and explained to the children she wanted to tell them the story of Queen Arithma.
While Mary told the story the children appeared to listen intently as they maintained eye contact with her and sat very still.Several times through the telling of the story a student would ask a question.For example,one student raised her hand and asked what an invitation was.A few times children smiled and laughed in response to the story.
After the tale was told we asked the children to make personal connections(Keene&Zimmerman,1997)to the story.One student shared with the class a time when she went to a party and discussed the fact that many people were invited.We then reviewed what Queen Arithma’s problem was and how she solved the dilemma.The students were asked to go back to their tables and were given directions for their sorting activity.Practicing the skill of sorting is important for young children.Reys,Lindquist,Lambdin,Smith,and Suydam(2004)state that“the most important purpose of this practice…is that it shows children how an unknown quantity can be organised into a form that can be interpreted by inspection”(p.171).
Each table was asked to work as a team to sort a stack of“invitations”(envelopes)into ones,tens and hundreds and tie them with the appropriate coloured ribbon just as the characters in the story did.The class reviewed which colour ribbon was used for the ones, the tens and the hundreds in the story,and this reminder was written on the board.Each group was provided a basket containing approximately 100–125 envelopes and more than enough coloured ribbon to bundle the envelopes accordingly.
Students began working at their tables counting and sorting the invitations.One table divided up their tasks and had each group member individually count invitations.They encountered a problem when one person counted by tens,one person counted by ones, and another tried to count by hundreds.They soon realised that their original plan would not work.Mary asked the group,“Why do you think your plan isn’t working?”
With a puzzled look,one child asked,“Is it because we’re all counting at once?”
Mary then asked,“How did Queen Arithma and Gwendolyn count their invitations?”
After a pause,the child said,“Oh,they worked together and counted by tens.”
With assistance from Mary,the group reorganised their plan and completed the task appropriately.Several other students raised their hands and asked questions.For example,Jared’s group began counting out the bundles of tens, and tied the blue ribbon around ten bundles to represent a hundred.Afterward,they began counting the remainder of the envelopes and put them into bundles of tens.
At this point Jared looked up and asked,“I don’t get it,what do we do with the ones?”
Cindy suggested that the group keep working and she stated to Jared and his group,“Keep going and you’ll see what happens.”She sat with the group and watched them count the remainder of the envelopes into tens.
Carley counted the last of the envelopes and said to her group,“Uh-oh,we only have seven.”
The children all looked over at Cindy and then Jared shouted,“Oh!I know,those are the ones!”
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