Foundations in Number: Teachers PreK – Grade 2

1. Foundations in Number: Teachers PreK – Grade 2 Offered by: Looney Math Consulting www.looneymathconsulting.com looneyconsulting@comcast.net

2. 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.

3. Number Concepts: Trusting the Count • Subitize • Visualization of numbers • Number sequence to 20 • Cardinal meaning of numbers • Ordinal numbers • Comparisons of sets

4. 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

5. Place Value • Structure of base-10 number system • Visual Models to read, write and compare 3-digit numbers • Mentally compute + / -

6. 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 .

7. 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

8. Visual Models

9. 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

10. 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

11. Sample On-line Session 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: 1. http://aussieteachers.com/aussieteachers/early-stage-1/54-early-numeracy-games 2. 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.

12. Resources to share back with district: Workshop Reference List Alignment to textbook and standards Assessments Common Misconceptions / student work Technology

13. Questions? Please contact: Dr. Susan Looney Looney Math Consulting looneyconsulting@comcast.net