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The Alignment of Early Numeracy Skills

The Alignment of Early Numeracy Skills. Bethel P-3 Professional Learning Community November 3, 2011 Julie Wagner Elementary Mathematics Specialist OSPI. Goals. Introduce participants to: Current research that supports a P-3 numeracy alignment

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The Alignment of Early Numeracy Skills

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  1. The Alignment of Early Numeracy Skills Bethel P-3 Professional Learning Community November 3, 2011 Julie Wagner Elementary Mathematics Specialist OSPI

  2. Goals Introduce participants to: • Current research that supports a P-3 numeracy alignment • The Common Core State Standards domains and alignment of P-3 • Trajectories of learning • Resources available

  3. The compelling basis for P-3 numeracy alignment

  4. A Meta-Analysis School Readiness and Later Achievement Duncan, et al, Developmental Psychology, 2007. The strongest predictors of later achievement are school-entry math, reading, and attention skills. Early math skills have the greatest predictive power. By contrast, measures of socio-emotional behaviors were generally insignificant predictors of later academic performance, even among children with relatively high levels of problem behaviors.

  5. Review of Research Mathematics Learning in Early Childhood: Paths Toward Excellence and Equity National Research Council, 2009. The committee found that, although virtually all young children have the capability to learn and become competent in mathematics, for most the potential to learn mathematics in the early years of school is not currently realized. This stems from a lack of opportunities to learn mathematics either in early childhood settings or through everyday activities in homes and in communities.

  6. Article by NCTM President A Missed Opportunity: Mathematics in Early Childhood Henry Kepner, NCTM Summing Up, February 2010. Prior to kindergarten, many children have the interest and capacity to learn meaningful math and acquire considerable mathematical knowledge. Many early childhood programs do not extend children’s mathematical knowledge. Instead, they have these young students repeat the same tasks in varied settings without posing challenges that would push them to the next level.

  7. Social Policy Report Mathematics Education for Young Children: What It Is and How to Promote It Ginsburg, Lee, & Boyd, Society for Research in Child Development, 2008 Cognitive research shows that young children develop an extensive everyday mathematics and are capable of learning more and deeper mathematics than usually assumed. Typically, early childhood educators are poorly trained to teach mathematics, are afraid of it, feel it is not important to teach, and typically teach it badly or not at all.

  8. What does all this mean? Children can learn much about mathematics early in their lives. The numeracy skills children walk into the door with in kindergarten predicts later achievement in math and reading. Numeracy skills are often overlooked in child care settings through lack of precedence, neglect or fear. If kindergarten teachers had students who had numeracy skills, achievement would increase dramatically.

  9. The Common Core State Standards for Mathematics and a P-3 alignment

  10. The CCSS Document

  11. Design and Organization

  12. Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

  13. Mathematical Practices Graphic 13

  14. Critical Areas of Focus Insert a K-3 picture 14

  15. Overview Page

  16. Domains, Clusters, Standards 16

  17. Common Core State Standards forMathematics - Domain Development

  18. Kindergarten Standards • The Common Core State Standards in Mathematics at the kindergarten level include all of early numeracy…for a reason.

  19. Common Core State Standards for Mathematics - Domain Development

  20. Abridged Trajectories of Early Math Concepts

  21. Pre-Kindergarten Mathematics Standards

  22. Abridged Trajectories of Early Math Concepts

  23. Number and Operation What does it mean to count?

  24. Number and Operation Concepts in counting: • Recognize counting words • The sequence of numbers • One-to-one correspondence • Cardinality • Reverse of cardinality

  25. Number and Operation The sequence of numbers: 1-10 11-13, 15 14, 16-19 20-29 30-39

  26. Number and Operation One-to-one correspondence Children have to know sequence of numbers and remember the sequence and where they are in the sequence as they count in order to master one-to-one correspondence – assigning one, and only one, number to each object in a group.

  27. Number and Operation Cardinality Child moves from just saying the number sequence to understanding that the last number stated answers the question, “How many?”

  28. Number and Operation Reversal of cardinality Child can be asked to, “Give me eight blocks,” and is able to count out the correct amount. Why would this be more difficult?

  29. Order of Counting • Small numbers first • In a line • In a circle • In a pattern • Scrambled

  30. Counting Trajectory

  31. Counting Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  32. Number and Operation Beginning components of operation • Subitizing • Comparison words • Modeling

  33. Number and Operation Subitizing Knowing how many are in a collection without counting. How valuable is this skill? What is its role in operation?

  34. Number and Operation Comparison words Bigger, smaller Longer, shorter Less, more Lighter, heavier

  35. Comparison Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  36. Comparison Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  37. Comparison Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  38. Operation (+/-) Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  39. Operation (+/-) Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  40. Shape (Geometry) • Recognition of basic shapes • Application to world around us • Classification and sorting

  41. Trajectory for Shapes Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  42. Trajectory for Shapes Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  43. Trajectory for Shapes

  44. Measurement • Assigns a number to a measureable attribute of an object, usually length, weight, capacity or mass • In the CCSS, connections between measurement and whole number operations and number line

  45. Length Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  46. Length Trajectory Learning and Teaching Early Math: The Learning Trajectories Approach, Clements & Sarama, 2009

  47. A look at available resources

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