foundations in number: teachers prek – grade 2 offered by: looney math consulting ...
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Foundations in Number: Foundations in Number: Teachers PreK – Grade 2Teachers PreK – Grade 2
Offered by: Looney Math ConsultingOffered by: Looney Math Consultingwww.looneymathconsulting.comwww.looneymathconsulting.comlooneyconsulting@[email protected]
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.
Number Concepts: Trusting the Count
• Subitize• Visualization of numbers• Number sequence to 20• Cardinal meaning of numbers• Ordinal numbers• Comparisons of sets
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
Place Value• Structure of base-10 number system • Visual Models to read, write and
compare 3-digit numbers • Mentally compute + / -
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 .
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
Visual Models
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
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
Sample On-line Session
Session 2: Exploring CountingRead 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: 1. http://aussieteachers.com/aussieteachers/early-stage-1/54-early-numeracy-
games2. http://illuminations.nctm.org/LessonDetail.aspx?ID=U147 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.
Resources to share back with district:
• Workshop• Reference List• Alignment to textbook and standards• Assessments• Common Misconceptions / student work• Technology
