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# Foundations in Number: Teachers PreK Grade 2 - PowerPoint PPT Presentation

Foundations in Number: Teachers PreK – Grade 2. Offered by: Looney Math Consulting www.looneymathconsulting.com looneyconsulting@comcast.net. The “Big Ideas” of Foundations of Number. Children must develop a solid foundation in understanding of number concepts.

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### Foundations in Number: Teachers PreK – Grade 2

Offered by: Looney Math Consulting

www.looneymathconsulting.com

looneyconsulting@comcast.net

• 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.

• Subitize

• Visualization of numbers

• Number sequence to 20

• Cardinal meaning of numbers

• Ordinal numbers

• Comparisons of sets

• 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

• Structure of base-10 number system

• Visual Models to read, write and compare 3-digit numbers

• Mentally compute + / -

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 .

• 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

Visual Models Number?

Details: Number?

• 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

On-line Component Number?

• 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:

• Web-based activities

• Discussion forums

Sample On-line Session Number?

Session 2: Exploring Counting

1. Baek, J. (2005). How Does it Feel? Teachers count on the alphabet instead of numbers. Teaching Children Mathematics, 54-59.

2. Losq, C. (2005). Number concepts and special needs students: The power of ten frame tiles. Teaching Children Mathematics, 310-316.

Explore the following websites:

1. http://aussieteachers.com/aussieteachers/early-stage-1/54-early-numeracy-games

2. http://illuminations.nctm.org/LessonDetail.aspx?ID=U147

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.

Workshop

Reference List

Alignment to textbook and standards

Assessments

Common Misconceptions / student work

Technology

Questions? Number?