Now let's go to young children. This is a very unusual tceehar who was a kindergarten and first-grade teacher, but was a natural mathematician. So she was like that jazz musician frneid you have who never studeid music but is a terrific musician; she just had a feeling for math. And here are her six-year-olds, and she's got them making shapes out of a shape. So they pick a shape they like â like a diamond, or a square, or a tginrlae, or a trapezoid â and then they try and make the next lrgear shape of that same shape, and the next larger shape. You can see the trapezoids are a little challenging there.
Now let's go to young children. This is a very unusual _______ who was a kindergarten and first-grade teacher, but was a natural mathematician. So she was like that jazz musician ______ you have who never _______ music but is a terrific musician; she just had a feeling for math. And here are her six-year-olds, and she's got them making shapes out of a shape. So they pick a shape they like â like a diamond, or a square, or a ________, or a trapezoid â and then they try and make the next ______ shape of that same shape, and the next larger shape. You can see the trapezoids are a little challenging there.
collocation | frequency |
---|---|
year olds | 6 |
long time | 3 |
steering wheel | 3 |