1. Professional Development System 2 nd Friday Family Literacy Webinar January 8, 2016 1 MATH MATTERS !! LAYING MATH FOUNDATIONS FROM BIRTH TO KINDERGARTEN Presented by Rose Massie, Early Childhood And Literacy Specialist, Children’s Workbox Rmassie@childrensworkbox.Com

2. Professional Development System Objectives To begin building math skills from birth. To create activities that help children learn how to use numbers (beyond counting). To teach parents activities and games that can be replicated at home. To bridge research to practice by incorporating early learning and PA core standards. 2

3. Professional Development System What research tells us Why is early exposure to basic math concepts important? A LONG-TERM STUDY FOLLOWED 177 CHILDREN FROM KINDERGARTEN THROUGH 7 TH GRADE. THE STUDY SHOWED--- “Children who do not grasp the meaning and function of numerals before they enter first grade fall behind their peers in math achievement, and most of them do not catch up.” RESOURCE: MATHEMATICS AND SCIENCE COGNITION AND LEARNING, DAVID GEARY, UNIVERSITY OF MISSOURI, NATIONAL INSTITUTE OF CHILD HEALTH AND HUMAN DEVELOPMENT, 2002 3

4. Professional Development System Predicting functional innumeracy (inability to do math problems) It’s whether children have been taught about numbers—and when—that matters, not how smart or advantaged they are. BEFORE KINDERGARTEN, CHILDREN MUST BE TAUGHT TO UNDERSTAND THAT “NUMBER SYSTEMS” REPRESENT QUANTITIES THAT CAN BE BROKEN DOWN IN VARIOUS WAYS. For example: 1 + 8 = 9 OR 2 + 7 = 9 OR 3 + 3 + 3 = 9 OR 4 + 5 = 9 OR 3 + 6 = 9 4

5. Professional Development System Importance of understanding quantity LATER WHEN A CHILD WANTS TO ADD LARGER NUMBERS SUCH AS 12 + 5, THEY DO NOT NEED TO COUNT 12 AND THEN COUNT 5 MORE. THEY UNDERSTAND 12 AS A QUANTITY 5

6. Professional Development System Example of a grouping numbers activity: 6

7. Professional Development System Important thoughts from experts about math MATH IS AS IMPORTANT AS READING AND WRITING DEVELOP STRONG NUMBER SENSE IN EACH OF YOUR STUDENTS. GROUPING LARGER NUMBERS INTO SMALLER SETS IS EASIER FOR THE BRAIN TO MANAGE. “Kids who are pushed to learn addition and multiplication before they understand the relationships between numerals and quantities will simply memorize facts.” DR. CHRIS CAIN, THE MAGIC BEHIND NUMBER SENSE, COORDINATOR OF MARS HILL COLLEGE'S MASTER OF EDUCATION, ACADEMICALLY & INTELLECTUALLY GIFTED, AND INTEGRATED EDUCATION PROGRAMS, CONSULTANT, US DEPT OF ED 7

8. Professional Development System Educators and parents can help young children succeed in math INFANTS Explore objects by stacking, dumping and filling, repeating sound patterns (clap, beat drum) YOUNG TODDLERS (YT) Imitate rote counting OLDER TODDLERS (OT) Count to tell number of objects PRESCHOOLERS Count, recognize number groups and compare groups of numbers (more/less; big/bigger) INFANTS Expore shapes (shapes sorters, puzzles) YOUNG TODDLERS Match shapes OLDER TODDLERS Begin identifying simple shapes PRESCHOOLERS Identify shapes, use shapes in play, draw shapes 8 NATIONAL MATHEMATICS ADVISORY PANEL RECOMMENDATIONS Introduce infants and toddlers to numbers Introduce infants and toddlers to counting Preschoolers understand phrases “more than” “less than” “equal to” Preschoolers do activities in counting Preschoolers do activities involving joining in (adding) and separating (subtracting) Introduce infants and toddlers to shapes PA EARLY LEARNING STANDARDS

9. Professional Development System Math Activities (templates to be sent to you) 9

10. Professional Development System Math Games 10 DOT DOOZIES NUMBER HAND OFF GUESS-TA-MATION MUSICAL SHAPES

11. Professional Development System Dot Doozies Game Directions 11 1. Players stand facing the leader with enough space between them to move freely. 2. The leader says an action, such as clapping or jumping, and shows the dot card. 3. The leader says “go” and the players do the named action as many times as the number of dots on the card. 4. Continue play as long as children are interested. Jump

12. Professional Development System Number hand off game directions 12 1- PLAYERS PUT NUMBER TAGS ON THEM 2- PLAYERS STAND IN LARGE, OPEN AREA WITH ROOM TO MOVE 3- THE PLAYER WEARING #1 BEGINS THE PLAY WITH THE BALL, THROWING IT TO #2 (OR HANDING IT) 4-CONTINUE PLAY UNTIL THE PLAYER WEARING THE LARGEST NUMBER RECEIVES THE BALL. 5-IF YOU HAVE MANY PLAYERS, YOU CAN HAVE TWO OR THREE #2’S, #3’S, ETC. PLAYERS WOULD HAND OFF TO ALL THE PLAYERS WITH THE SAME NUMBERS BEFORE PASSING TO THE HIGHER NUMBER. 6 4 2 5 3 1

13. Professional Development System Guess-ta-mation game directions 13 1. Need a paper bag with about 20 small items inside it (teddy bears are great to use) 2. Divide into small groups of three or four children. 3. First child gets to reach in the bag and pull out some teddy bears 4. Each child in the small group gets to guess how many teddy bears. They may count, but encourage estimating. Children naturally want to be the first to say a number which encourages quick thinking. 5. Continue to play as long as children are interested.

14. Professional Development System Musical Shapes Game Directions 14

15. Professional Development System Educators need to be good at imparting math knowledge 15 Be familiar with the infant/toddler and pre-k early learning standards; PA core for school age Find good resources for math activities – specific for ages & stages Impart good information and model techniques for parents Never stop learning better ways to share math with children

16. Professional Development System Ready Rosie & Bringing Up FREE Resources Ready Rosie Math Activities Aligned to PA Early Learning Standards (on website) For ages 3 – 5, with suggestions for how to adjust www.readyrosie.com Bringing Up Math Activities Aligned to Common Core Standards Specific by grade level skills for Kindergarten – 3 rd Grade www.bringingup.com 16