Early Numeracy: Scaffolding for Success

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Early Numeracy Scaffolding for Success

• Presented by Kate Greeley
• MSAD 75 Math Mentor

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Todays Agenda

• Design MSAD 75s Journey with EN
• Content Overview of Early Numeracy Programs
• Sample Screening (assessment)
• Sample Activities

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(No Transcript)
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The Question
A problem well stated is a problem half
solved. -John Dewey
How do we develop a tool that will both identify
students who are struggling in early numeracy
skills, and tell us where to begin instruction?
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Our Journey

• State Initiative Math Recovery and Early
  Numeracy Program (2004-2005)
• Workshops Winter/Spring 2005
• Summer Course ( K-2 staff) 2005
• Title One Training Fall 2005
• Support Groups 2005-2006
• Workshop Spring 2006
• District Wide Pilot of Screening Tool May 2006

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Content
Developing Number Knowledge and Computational
Strategies

• Number Knowledge
• Number Identification
• Forward Number Word Sequence
• Backward Number Word Sequence

concrete
3
three
words
symbols
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Stages of Early Arithmetical Development(Early
Numeracy Assessment for Teaching and
Intervention, Wright, Martland, Stafford, 2001)

• Progression across the stages involves the child
  using counting in increasingly sophisticated ways
  to solve additive and subtractive tasks.
• Similar to Catherine Fosnots Learning
  Landscape.
• Stages provide the means of understanding the
  progression of childrens early number learning
  from perceptual counting strategies to
  sophisticated knowledge of addition and
  subtraction in the range from 1 to 100 and
  beyond.

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Whats on the Horizon?
Solve the following equation 371 -169 Turn and
talk with the person next to you to explain how
you solved it.
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Whats on the Horizon?
371 -169 202

• Here is how one third grader solved this problem
  in his head
• First I took the 300 and subtracted the 100 and
  got 200. Then I knew that 71 was really close to
  69 so I counted up from 69 to 71 and got 2. I
  added the 200 and the 2 and got 202.
• 371-169 (300 71) - (10069) (300-100)
  (71-69)

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Whats on the Horizon?
What mathematical skills are needed to solve this
problem? 371 -169 Turn and talk with the person
next to you.
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Whats on the Horizon?
371 -169 202

• Number Knowledge
• Able to say/read number.
• Able to cross decades fluently.
• Able to see nested numbers.
• Understands Base Ten System.

• Computational Strategies
• Use nested numbers to decompose and compose.
• Able to use distributed property.

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S.E.A.L.Stages of Early Arithmetical Learning

• STAGE 0 - Pre-perceptual or Emergent Counting
• Cannot count visible items
• Does not know the number words or cannot
  coordinate the number words with items
• STAGE 1 Perceptual Counting
• Can count visible items, but not those in
  screened collections
• Can match the number words with the items
• May involve seeing, hearing or feeling items
• STAGE 2 Figurative Counting
• Can count the items in screened collections
• Starts counting from one to count items
  (repetitive counting)

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S.E.A.L.Stages of Early Arithmetical Learning

• STAGE 3 Initial Number Sequence or Counting on
• Uses counting-on rather than counting from one
  to solve addition problems
• Uses count-down-from strategy, NOT count-down-to
• STAGE 4 Intermediate Number Sequence
• Uses count-down-to
• Chooses more efficient strategy of
  count-down-from and count-down-to
• STAGE 5 Facile Number Sequence
• Uses a range of non-count-by-one strategies
• Sees a number within another number in an
  explicit sense

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Screening Tool
Sample Grade One Screening
Alignment with the Investigations Program
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Whats in a Screening Kit?

• Counters (20 one color, 5 another color)
• 21 dots
• 15 index cards
• A marker
• A ziplock bag

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Looking at the Data

• What does it tell us about the class?
• What does it tell us about the individuals?
• What questions do you still have about the
  class and/or individuals?

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Classroom Activities

• Math hands
• Arrow Cards
• Ten Frames
• Number Line

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Resources

• Books
• Early Numeracy Assessment for Teaching and
  Intervention
• by Robert J Wright, James Martland, Ann K
  Stafford
• Teaching Number Advancing Children's Skills and
  Strategies
• by Robert J Wright, James Martland, Ann K
  Stafford, Garry Stanger
• Young Mathematicians at Work Constructing Number
  Sense, Addition and Subtraction by Catherine
  Tromey Fosnot and Maarten Dolk
• Presenters Contact Information
• Kate Greeley, MSAD 75 Math Mentor (Topsham,
  Maine)
• greeleyk_at_link75.org work phone
  207-729-9961

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Internet Resources

• www.portaportal.com Guest Access K8Math
• http//www.nzmaths.co.nz/numeracy/materialmasters.
  htm
• http//www.nzmaths.co.nz/numeracy/Index.htm
• http//www.mathrecovery.com/
• Here are the three interactive websites
• http//illuminations.nctm.org/
• http//matti.usu.edu/nlvm/nav/vlibrary.html
• www.rainforestmaths.com