Transcript Early Numeracy: Scaffolding for Success

Early Numeracy:
Scaffolding for Success
Presented by: Kate Greeley
MSAD 75 Math Mentor
7/18/2015
1
Today’s Agenda

Design: MSAD 75’s Journey with EN

Content: Overview of Early Numeracy
Programs

Sample Screening (assessment)

Sample Activities
7/18/2015
2
7/18/2015
3
The Question
A problem well stated is a problem half solved.
-John Dewey
How do we develop a tool that will both identify students who
are struggling in early numeracy skills, and tell us where to
begin instruction?
7/18/2015
4
Our Journey
•State Initiative: Math Recovery and Early Numeracy
Program (2004-2005)
•Workshops Winter/Spring 2005
•Summer Course ( K-2 staff) 2005
•Title One Training Fall 2005
•Support Groups 2005-2006
•Workshop Spring 2006
•District Wide Pilot of Screening Tool: May 2006
7/18/2015
5
Content:
Developing Number Knowledge and Computational
Strategies
Number Knowledge
concrete
•Number
Identification
•Forward Number
Word Sequence
three
words
3
symbols
•Backward Number
Word Sequence
7/18/2015
6
Stages of Early Arithmetical Development
(Early Numeracy Assessment for Teaching and Intervention, Wright, Martland, Stafford, 2001)

“Progression across the stages involves the child using
counting in increasingly sophisticated ways to solve additive
and subtractive tasks.”
Similar to Catherine Fosnot’s “Learning Landscape”.

“Stages provide the means of understanding the progression
of children’s early number learning from perceptual counting
strategies to sophisticated knowledge of addition and
subtraction in the range from 1 to 100 and beyond.”
7/18/2015
7
What’s on the Horizon?
Solve the following equation:
371 -169 =
Turn and talk with the person next to you to explain how you
solved it.
7/18/2015
8
What’s on the Horizon?
371 -169 =202
Here is how one third grader solved this problem in his head:
First I took the 300 and subtracted the 100 and got 200. Then I
knew that 71 was really close to 69; so I counted up from 69 to 71
and got 2. I added the 200 and the 2 and got 202.
371-169 = (300 +71) - (100+69)= (300-100) + (71-69)
7/18/2015
9
What’s on the Horizon?
What mathematical skills are needed to solve this problem?
371 -169 =
Turn and talk with the person next to you.
7/18/2015
10
What’s on the Horizon?
371 -169 =202
Number Knowledge:
Computational Strategies
•Able to say/read number.
•Use nested numbers to
decompose and compose.
•Able to cross decades fluently.
•Able to see nested numbers.
•Able to use distributed
property.
•Understands Base Ten System.
7/18/2015
11
S.E.A.L.
Stages of Early Arithmetical Learning



STAGE 0 - Pre-perceptual or Emergent Counting
Cannot count visible items
Does not know the number words or cannot coordinate the
number words with items
STAGE 1 – Perceptual Counting
Can count visible items, but not those in screened collections
Can match the number words with the items
May involve seeing, hearing or feeling items
STAGE 2 – Figurative Counting
Can count the items in screened collections
Starts counting from one to count items (repetitive
counting)
7/18/2015
12
S.E.A.L.
Stages of Early Arithmetical Learning



STAGE 3 – Initial Number Sequence or Counting on
Uses counting-on rather than counting from “one” to solve
addition problems
Uses count-down-from strategy, NOT count-down-to
STAGE 4 – Intermediate Number Sequence
Uses count-down-to
Chooses more efficient strategy of count-down-from and
count-down-to
STAGE 5 – Facile Number Sequence
Uses a range of non-count-by-one strategies
Sees a number within another number in an explicit sense
7/18/2015
13
Screening Tool
Sample Grade One Screening
Alignment with the Investigations Program
7/18/2015
14
Looking at the Data:
• What does it tell us about the class?
• What does it tell us about the individuals?
• What questions do you still have about the
class and/or individuals?
7/18/2015
16
Classroom Activities




Math hands
Arrow Cards
Ten Frames
Number Line
7/18/2015
17
Resources
Books:



Early Numeracy : Assessment for Teaching and Intervention
by Robert J Wright, James Martland, Ann K Stafford
Teaching Number : Advancing Children's Skills and Strategies
by Robert J Wright, James Martland, Ann K Stafford, Garry Stanger
Young Mathematicians at Work: Constructing Number Sense, Addition and
Subtraction by Catherine Tromey Fosnot and Maarten Dolk
Presenter’s Contact Information:

Kate Greeley, MSAD 75 Math Mentor (Topsham, Maine)
[email protected]
work phone: 207-729-9961
7/18/2015
18
Internet Resources

www.portaportal.com

http://www.nzmaths.co.nz/numeracy/materialmasters.htm

http://www.nzmaths.co.nz/numeracy/Index.htm

http://www.mathrecovery.com/

Here are the three interactive websites :

http://illuminations.nctm.org/

http://matti.usu.edu/nlvm/nav/vlibrary.html

www.rainforestmaths.com
7/18/2015
Guest Access: K8Math
19