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Count Me In Too

Count Me In Too. 2009 Curriculum project South Western Sydney Region. Count Me In Too. The story Rationale CMIT in your classroom and school Resources for implementing CMIT CMIT and the syllabus The 2008 CMIT curriculum project. The story.

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Count Me In Too

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  1. Count Me In Too 2009 Curriculum project South Western Sydney Region

  2. Count Me In Too • The story • Rationale • CMIT in your classroom and school • Resources for implementing CMIT • CMIT and the syllabus • The 2008 CMIT curriculum project

  3. The story • Count Me In was trialled in 1996 with 4 District Mathematics Consultants and 13 schools • Based on Assoc Prof Bob Wright’s Learning Framework in Number • Bob had developed a mathematics recovery program – individual children with a tutor • Count Me In was a whole-class program

  4. The story • The Count Me In trial in 1996 was successful – in terms of student learning and teacher learning • Commencing in 1997, the basic ideas of the trial were implemented, over and over, in each district across the state as Count Me In Too. • The Learning framework has slowly developed by including the work of other researchers.

  5. The story CMIT is based on: • Teacher knowledge of the Learning framework • An initial assessment of individual students • Teachers trialing the framework in their own classrooms • Teachers planning and designing activities which are appropriate for students’ current knowledge • School-based teams

  6. The rationale • The strategies and understandings that students use to solve number problems can be identified and placed in an hierarchical order • Students need to develop and practise basic mathematical concepts before they can move onto more sophisticated concepts

  7. The rationale • Students need to construct their own understanding of the number system and operations on number. Mathematical concepts cannot be learnt, remembered and applied successfully, through rote teaching and learning • As students learn, they modify or reconstruct their current strategies

  8. The rationale Teachers who work together in a team will have the support and common interest to: • persist with an innovation • cater for the needs of all students in the grade • ensure that implementation of the teaching focus continues from one year to the next.

  9. CMIT in your classroom and school • Teachers become familiar with the Learning framework in number • They administer the SENA to students and analyse the responses • They determine the strategies used to find answers (not just right or wrong answers) • Teachers use the results to plan number lessons

  10. CMIT in your classroom and school • As students develop and practise more sophisticated strategies, teachers refer back to the LFIN to guide their programs • Teachers enhance their understanding of the LFIN by using the stages and levels to describe what their students are doing • Teachers find that the shared use of the LFIN terminology assists in discussing student progress with colleagues

  11. Resources for implementing CMIT CMIT professional development kit • Implementation guide • Annotated list of readings • The Learning Framework in Number • SENA 1 and SENA 2 Developing Efficient Numeracy Strategies (DENS) 1 and 2 Mathematic K-6 Syllabus and Sample Units of Work

  12. CMIT and the syllabus • The success of the CMIT teaching strategies and the documented results of student learning were reflected in the outcomes of the 2002 syllabus • The syllabus support document has numerous examples of CMIT activities • The philosophies of both CMIT and the syllabus are drawn from the same research base

  13. CMIT and the syllabus • The CMIT Learning framework provides finer detail of how to assist students to acquire more sophisticated strategies • CMIT is not a collection of fun activities – it is the teacher’s approach to teaching and learning mathematics • When teachers implement CMIT they are implementing the syllabus

  14. Table 1: Building addition and subtraction through counting by ones Stage 1: Emergent Stage 2: Perceptual Stage 3: Figurative Stage 4: Counting on and back

  15. Table 1:Stage 0, Emergent counting • The student cannot count visible items. The student either does not know the number works or cannot coordinate the number words with items. Students at the emergent stage are working towards: • Counting collections • Identifying numerals • Labelling collections

  16. Table 1:Stage 1, Perceptual counting • The student is able to count perceived items but cannot determine the total without some form of contact. • This might involve seeing, hearing or feeling items. • Students may use a “three count”.

  17. Table 1:Stage 1, Perceptual counting Students at the perceptual stage are working towards: • Adding two collections of items • Counting without relying on concrete representations of numbers • Visually recognising standard patterns for a collection of up to 10 items without counting them • Consistently saying the forward and backward number word sequence correctly

  18. Table 1:Stage 2, Figurative counting • The student is able to count concealed items but counting typically includes what adults might regard as a redundant activity. • When asked to find the total of two groups, the student will count from “one” instead of counting on.

  19. Table 1:Stage 2, Figurative counting Students at the figurative stage are working towards: • Using counting on from one collection to solve addition tasks • Using counting down to and counting down from to solve subtraction tasks • Developing base ten knowledge • Forming equal groups and finding their total

  20. Table 1:Stage 3, Counting-on-and-back • The student counts-on rather than counting from “one”, to solve addition or missing addend tasks. • The student may use a count-down-from strategy to solve removed items tasks e.g.17-3 • The student may use count-down-to strategies to solve missing subtrahend tasks e.g. What did I take away from 17 to get 14?

  21. Table 1:Stage 3, Counting-on-and-back Students at the counting on and back stage are working towards: • Applying a variety of non-count-by-one strategies to solve arithmetic tasks • Forming equal groups and finding the total using skip counting strategies

  22. Table 2: Model for development of part-whole knowledge Combining and partitioning Level 1 – to 10 • Students know 10+0, 9+1, 8+2 …. • Know “how many more make 10” Level 2 – to 20 • Students know 20+0, 19+1, 18+2 … • Know 8 7 8 2 5 10 5

  23. Table 3: Model for development of subitising strategies Level 0 – Emergent • Students need to count by ones in a collection greater then 2 Level 1 – Perceptual • Students instantly recognise number of items to about 6 Level 2 - Conceptual • Students instantly state number of items in a larger group by recognising parts of the whole e.g. 5, 3 = 8

  24. Table 4: Background notes • Multiples of twos, fives and tens are usually easier for counting and grouping than threes or fours • Students typically develop from: • counting individual items, • to skip counting, • to being able to keep track of the process when the items are not present, • to using the “number of rows” as a number • to produce “groups of groups” (three groups of four makes twelve)

  25. Table 4: Background notes Students who understand how to coordinate composite units are able to make efficient use of known facts, e.g. What is the answer to 8 x 4? “8 x 4 is the same as 4 x 8, If 5 x 8 = 40, 4 x 8 must equal 32” (Year 2 student)

  26. Table 4: Background notes What is the answer to 9 x 3? “Double 9 is 18, 18 + 2 is 20 20 + 7 is 27” (Year 3 student)

  27. Table 4: Background notes An understanding of composite units is important in place value and the calculation of the area of rectangles and the volume of rectangular prisms

  28. Table 4: Calculating area by identifying rows or columns as composite units and adding, skip counting, or multiplying.

  29. Table 4: Calculating volume by identifying horizontal layers and adding, skip counting, or multiplying. 36 24 12

  30. Table 4: Calculating volume by identifying vertical layers and adding, skip counting, or multiplying the number of layers 9 18 27 36

  31. Table 4: Background notes • Some students persist with counting by ones and have difficulty in progressing to grouping strategies • By focusing on groups, rather than individual units, students learn to treat the groups as items • Students need to develop understanding of composite units and the coordination of composite units

  32. Table 4: Building multiplication and division through equalgrouping and counting Level 1 Forming equal groups Level 2 Perceptual multiples Level 3 Figurative units Level 4 Repeating abstract composite units Level 5 Multiplication and division as operations

  33. Table 4:Level 1, Forming equal groups • Uses perceptual counting and sharing to form groups of specified sizes. (Makes groups using counters) • Does not attend to the structure of the groups when counting. (Continuous count; doesn’t pause between groups or stress final number in each group)

  34. Table 4: Level 2,Perceptual multiples • Uses groups or multiples in perceptual counting and sharing e.g. skip counting, one-to-many dealing (Voice or finger indicates that each group is seen separately)

  35. Table 4: Level 3, Figurative units • Equal grouping and counting without individual items visible (Understands that each group will have the same quantity or value) • Relies on perceptual markers to represent each group (Each group is symbolised before the final count is commenced)

  36. Table 4: Level 4, Repeated abstract composite units • Can use composite units in repeated addition and subtraction using the unit a specified number of times (Groups can be imagined, but are added or subtracted individually) • May use skip counting • May use fingers to keep track of the number of groups while counting to determine the total (Fingers are used to keep a progressive count)

  37. Table 4: Level 5, Multiplication and division as operations • The student can coordinate two composite units as an operation e.g. “3 sixes”, “6 times 3 is 18”. • The student uses multiplication and division as inverse operations

  38. Table 5: Building fractions through equal sharing Level 1 Partitioning: halving Level 2 Partitioning: sharing Level 3 Re-unitising Level 4 Multiplicative structure

  39. Table 5: Level 1, Partitioning: halving • The student uses halving to create the 2-partition and the 4-partition. Only one method to create a 4-partition appears possible

  40. Table 5: Level 2, Partitioning: sharing • The student can create a 3-partition (and multiples) and a 5-partition and is able to identify an image of the partition Can you show me by folding, how much of this piece of paper I would get if you gave me one third of the strip?

  41. Table 5: Level 3, Re-unitising • The student can describe the same “whole” by recreating units in different but equivalent ways e.g. What would we do if we had 9 pikelets to share between 12 people? Can you draw your answer?

  42. Table 5: Level 4, Multiplicative structure • The student has a single number sense of fractions and can order fractions by using the multiplicative structure to create equivalences and estimate location. e.g. 2/4 is the same as 4/8 because 2 is half of 4 and 4 is half of 8

  43. Table 6: Model for the development of place value Level 0 Ten as a Count Level 1 Ten as a unit Level 2 Tens and Ones 2a: Jump method 2b: Split method (SENA 2 only tests to the end of Level 2) Level 3 Hundreds, tens and ones Level 4 Decimal place value Level 5 System place value

  44. Table 6: Level 0, Ten as a count • Ten is a numerical unit constructed out of ten ones • The student may know the sequence of multiples of ten • Ten is either “one ten” or “ten ones” but not both at the same time • The student must be able to count-on to be at this level

  45. Table 6: Level 1, Ten as a unit • Ten is treated as a single unit while still recognising it contains ten ones • Can count by tens and units from the middle of a decade to find the total of two 2-digit numbers- one must be visible e.g. 4 tens and 2 units visible, 25 units hidden, counts by tens and ones

  46. Table 6: Level 2, Tens and ones • The student can solve two digit addition and subtraction mentally • Two methods are used: • the “jump” method • the “split” method

  47. Table 6: Level 2a, Jump method • Ten is treated as an iterable unit. The student can count by tens without visual representation • The student can increment by tens off the decade • For the jump method the student holds on to one number and builds on in tens and ones

  48. +10 +3 28 Table 6: Level 2a, Jump method 38 41 Jump method: 28 + 13

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