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Foundations in Number: Teachers PreK – Grade 2. Offered by: Looney Math Consulting [email protected] 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 l.jpg

Foundations in Number: Teachers PreK – Grade 2

Offered by: Looney Math Consulting

[email protected]

The big ideas of foundations of number l.jpg
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.

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Number Concepts: Trusting the Count

  • Subitize

  • Visualization of numbers

  • Number sequence to 20

  • Cardinal meaning of numbers

  • Ordinal numbers

  • Comparisons of sets

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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

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Place Value

  • Structure of base-10 number system

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

  • Mentally compute + / -

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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 .

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A Day in Foundations in Number ……. 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

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Visual Models Number?

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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

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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:

    • Readings

    • Web-based activities

    • Discussion forums

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Sample On-line Session Number?

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, 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:



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.

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Resources to share back with district: Number?


Reference List

Alignment to textbook and standards


Common Misconceptions / student work


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Questions? Number?

Please contact:

Dr. Susan Looney

Looney Math Consulting

[email protected]