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Foundations in Number: Teachers PreK – Grade 2 Offered by: Looney Math Consulting

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Presentation on theme: "Foundations in Number: Teachers PreK – Grade 2 Offered by: Looney Math Consulting"— Presentation transcript:

1 Foundations in Number: Teachers PreK – Grade 2 Offered by: Looney Math Consulting

2 The Big Ideas of Foundations of Number Children must develop a solid foundation in understanding of number concepts. Classroom activities must develop conceptual understanding of key ideas. Assessments must uncover misconceptions and misunderstandings. Results of key assessments must inform future instruction.

3 Number Concepts: Trusting the Count Subitize Visualization of numbers Number sequence to 20 Cardinal meaning of numbers Ordinal numbers Comparisons of sets

4 Additive Thinking Part-part-whole understanding of numbers Informal addition and subtraction with models Story problems for addition and subtraction Fact families and Strategies for learning basic facts Multi-digit computation

5 Place Value Structure of base-10 number system Visual Models to read, write and compare 3-digit numbers Mentally compute + / -

6 What will educators learn from the course Foundations in Number? Educators (both regular and special ed) will: enhance their own mathematics knowledge in the area of early numeracy: counting, place value, and additive thinking better understand why children struggle understanding number concepts and will learn how to move children forward. create and interpret assessment tasks for common misconceptions and implement targeted intervention plans. learn how to integrate the use of technology in their classrooms. gain comfort with wide-range of strategies and tools for teaching concepts including the use of visual models and manipulatives.

7 A Day in Foundations in Number ……. Workshops with stations of models, manipulatives, games, and conceptual tasks Powerpoint presentations providing foundational knowledge Discussions of research based articles Utilization of related technology and web-based resources Analysis of video-clips of student interviews

8 Visual Models

9 Details: Staff: Taught by highly qualified teams of 3 Hours: 40 hours face-to-face instruction / 20 hours on-line (5 face-to-face days) PDPs: 67.5 for course completion / 90 if taken for graduate credit Graduate Credits: 4 available through Endicott College for $240

10 On-line Component Participants required to obtain MassONE ID from district technology coordinator prior to the start of class Use of technology integrated throughout the course in a supportive environment On-line Assignments include: –Readings –Web-based activities –Discussion forums

11 Sample On-line Session Session 2: Exploring Counting Read the following articles: 1. Baek, J. (2005). How Does it Feel? Teachers count on the alphabet instead of numbers. Teaching Children Mathematics, Losq, C. (2005). Number concepts and special needs students: The power of ten frame tiles. Teaching Children Mathematics, Explore the following websites: 1. gameshttp://aussieteachers.com/aussieteachers/early-stage-1/54-early-numeracy- games 2. Answer this discussion prompt: The article by Baek reminds us of a similar in-class activity where we experienced the complexities of learning a counting system. Please post a story of working with a student who exhibits some of the difficulties highlighted in their experience and in the article OR comment on your experience with this activity.

12 Resources to share back with district: Workshop Reference List Alignment to textbook and standards Assessments Common Misconceptions / student work Technology

13 Questions? Please contact: Dr. Susan Looney Looney Math Consulting


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