Alphabet Sequence Tasks

1. Alphabet Sequence Tasks • Start at the letter O and say the alphabet forwards. • Say the letter that comes right after J • Say the letter that comes right before M • Partners – take turns spelling your name (first and last) backwards • Say the name of the fifth letter in the alphabet from S

2. 3 Aspects of Number • Research-based • Each aspect is important, but the quantitative aspect is often overlooked • Fluency in all 3 aspects necessary to develop and sustain numeracy quantitative verbal symbolic “five” 5

3. Let’s do some math! • Assume that: A = B B = C = D = …and so on

4. Alphabet Addition and Subtraction • Add D and E • Subtract C from F • Add P and J • L subtract ___ is H Adapted from Kathy Richardson’s Developing Number Concepts for Addition and Subtraction

5. Addition and SubtractionStrategies • Count all (two collections) • Count on • Count back/count down to/count up from Developing Essential Understanding of Addition and Subtraction Pre-K – Grade 2, NCTM publication, page 78, Early Numeracy Research Project (Clarke, 2001)

6. Addition and Subtraction Strategies • Basic strategies • Derived strategies • Extending and applying addition and subtraction using basic, derived and intuitive strategies Developing Essential Understanding of Addition and Subtraction Pre-K – Grade 2, NCTM publication, page 78, Early Numeracy Research Project (Clarke, 2001)

7. Let’s share…. Created by Becky Reister, Madison County

8. 3 Aspects of Number • Research-based • Each aspect is important, but the quantitative aspect is often overlooked • Fluency in all 3 aspects necessary to develop and sustain numeracy quantitative verbal symbolic “five” 5

9. All basic facts are not created equal! Let’s explore! Follow the coloring directions at the bottom of your addition table.

11. Clarke’s Growth Points

12. Fluency within 5 Fluency within 10 Fluency within 20

13. Let’s share…. Created by Becky Reister, Madison County

14. Chapter 4 – Structuring Numbers 1 to 20

15. 3 aspects of Facile Computation (pages 50-51) • Knowledge of Key Number Combinations and Partitions • Part-Whole Constructions of Number • Relational Thinking

16. a) Key Number Combinations and Partitions within 10 (top of page 55) • Patterns for numbers 1 to 10 Five-wise Pair-wise • Partitions of 10 • Combinations in range 1 to 10

17. (a) Knowledge of Key Number Combinations and Partitions within 10 How do the Key Number Combinations fit with our chart? • Doubles (to 10) • Five plus (to 10) • Partitions of 5 & 10

18. (b) Part-Whole Construction(c) Relational Thinking “Through inquiry and discussion, the teacher draws attention to part-whole constructions, working with numbers as parts of other numbers, and to relational thinking, making relationships between numbers. Bottom of page 53

19. 10 Frames • Print cards on cardstock • Loose counters on blank grids • Containers (i.e. trimmed egg carton) • Commercial products such as magnetic frames and foam frames • Virtual (dreambox teacher tools) Amazon – Magnetic Ten frame Educators Outlet – “Ten Frame”

20. Outline of Instruction(page 53) • Supportive settings (10 frames, double 10 frames and bead racks) • Inquiry and Discussion – “draws attention to part-whole constructions, working with numbers as part of other numbers, and to relational thinking, making relationships between numbers” • As facility develops, distance the setting toward verbal and written tasks

21. Instructional Techniques Flashing: Briefly displaying and then concealing visual materials. Screening: Involves concealing part or all of the elements within a setting

22. Flashing Briefly displaying and then concealing visual materials.

23. Example: Briefly showing a bead rack arrangement

24. Example: Briefly showing a domino pattern.

25. Screening Involves concealing part or all of the objects or visuals

26. Example: Covering perceptual materials used in additive and subtractive settings

27. Example : Having students create and display finger patterns with hands raised above the head.

28. Example: Covering perceptual materials used in additive and subtractive settings “21 are taken away – how many are left?” “Here are 34” 34-21

29. Table Talk 34 -21 How does presenting the task as shown on the slide before compare to presenting it with numerals (as shown here)?

30. Why use quick images? “Showing the numbers as a quick image discourage counting each bead (or dot, or picture). Therefore, the children have to structure the number to reconstruct a visualization of the amount.” Minilessons for Early Addition and Subtraction, Cathy Fosnot

31. But… How do we transition students away from the support provided by the frame cards?

32. Distancing the Setting “However, if students develop an approach to tasks in a setting of materials, and we removed that setting suddenly, we cannot expect their original approach to transfer to the bare context. Instead, as teachers, we need to be incremental and strategic about distancing a setting from students.” (Cravemeijer, 1991, 1997, Sullivan et al., 2001) Page 17, Developing Number Knowledge: Assessment, Teaching & Intervention with 7 -11 year olds by Wright, Ellemor-Collins and Tabor.

33. Distancing the Setting Example with 10 frames

34. Distancing the Setting Example with 10 frames continued

35. Red Book, Page 21