Enhancing Early Mathematics Development: Key Indicators and Strategies for Educators

2. Objectives Participants will be able to: • Identify the Mathematics Key Developmental Indicators • State the components of each individual Math KDI • Identify strategies and classroom materials that support children’s math learning

3. What is Math? • Have you seen adults get excited when children can rote count to high numbers? • What does the ability to rote count really say about young children’s math development? • What components are included in math development?

4. KDI 31: Number Words and Symbols Children recognize and use number words and symbols KDI 31: Number Words and Symbols Children: • Recognize and name numerals in their environment • Begin to write numbers • Understand that cardinal numbers (e.g., one, two , three) refer to quantity • Understand that ordinal numbers (e.g., first, second, last) refer to the order of things

5. KDI 32: Counting Children count things KDI 32: Counting Children: • Count using one-to-one correspondence • Understand that the last number counted means how many there are • Use comparison words (more, fewer, same) to compare quantities • Understand adding to and taking away

6. KDI 33: Part-Whole Relationships Children combine and separate quantities of objects KDI 33: Part-Whole Relationships Children: • Understand that a set of objects can be divided into parts • Understand that the parts can be combined into the whole

7. Numbers: Station to Station

8. Were you able to identify the Number KDIs? • Which of these activities might be appropriate for children?

9. I See a Pattern Here… • What is patterning? • From your seat look for an example of a pattern in the room. Share with your table group

10. KDI 38: Patterns Children identify, describe, copy, complete, and create patterns KDI 38: Patterns Children: • Work with simple alternating patterns • Progress to more complex patterns

11. Developmental Sequence • Color • Shape • Size

12. Ah Ha! • Sometimes we can sabotage children’s patterning efforts by adding too many variables at one time! • Remember the developmental sequence of doing a patterning activity for small-group time: First color, then shape, then size!

13. When Children Pattern, They: • First, identify a pattern • Next, create their own pattern • Finally, extend or grow a pattern

14. So this is what patterning look like!?!

15. In table groups, collect data about something having to do with your breakfast today. • Once you’ve collected your data, share it in some way on the chart paper (e.g., a graph, a chart, or a table. What we Ate? Where we Ate? How Long it Took Us to Eat?

16. KDI 39: Data Analysis Children use information about quantity to draw conclusions, make decisions, and solve problems KDI 39: Data Analysis Children: • Collect, organize and compare information based on measureable attributes • Represent data in simple ways • Interpret and apply information in work and play

17. Sign In Sheet

18. Message Board

19. Planning or Recall Time

20. Recall Time

21. Small-Group Time Explorations

22. KDI 34: Shapes Children identify, name and describe shapes KDI 34: Shapes Children: • Recognize, compare and sort two- and three-dimensional shapes • Understand what makes a shape a shape • i.e., all triangles have 3 sides and 3 points • Transform shapes by putting things together and taking them apart

23. Shape Hunt Revisited • Circle • Rectangle • Triangle Did you know that this is the developmental sequence that children learn shapes?

24. More 2-D Shapes • Right Triangle • Isosceles Triangle

25. 3-D Shapes • Sphere • Rectangular Prism • Cube • Cylinder • Cone

26. What Makes a Shape a Shape? • What are the specific attributes or properties that make up each shape?

27. Thinking About Shapes • After making your own shapes, discuss your assigned question in your table group. • Be ready to share your thoughts with the whole group.

28. Shape Pictures • Use the shapes to create your own “shape picture.” • Leave your shape picture in front of you to use for another activity.

29. KDI 35: Spatial Awareness Children recognize spatial relationships among people and objects KDI 35: Spatial Awareness Children: • Use position, direction and distance words to describe actions and the location of objects in the environment • Solve simple spatial problems in play • e.g., building with blocks, wrapping objects, doing puzzles

30. Heavy and Light • Bring something “heavy” and something “light” to your table. • In table groups, answer the following questions: • Who has the lightest object? • Who has the heaviest object? • Can an object be both heavy and light? • Put all of the objects from your table in order from heaviest to lightest.

31. KDI 36: Measurement Children measure to describe, compare and order things KDI 36: Measurement Children: • Use measurement terms to describe attributes • e.g., length, volume, weight, temperature, time • Compare quantities and order them • Same/different, bigger/smaller, more/less, heavier/lighter • Estimate relative quantities • e.g., whether something has more or less

32. Use the masking tape to make a tape line that is the same length as either you or your partner, then do the following: Measurement 1 • Use your pack of sticky notes to measure your tape line. Record your results. Measurement 2 • Use a dollar bill or a pencil to measure the same tape line. Record your results.

33. or • Which measuring method was easier? • Why was it easier? • What did you find out about measuring? • What steps (specifically) must you take in order to measure accurately?

34. KDI 37: Unit Children understand and use the concept of unit KDI 37: Unit Children: • Understand that a unit is a standard (unvarying) quantity • Measure using unconventional and conventional measuring tools • e.g., a block or a ruler • Use correct measuring procedures • Begin at the baseline and measure without gaps or overlaps

36. Can You Find the Math? • In pairs, read the anecdotal notes in your training booklet. • Identify the math KDI that each anecdote represents.

37. Strategies that Support Math Learning • Recognize and support children’s math-related play • Join in children’s math play as a partner • Describe or comment on children’s math-related play • Layer on math language

38. Strategies that Support Math Learning (cont.) • Investigate children’s math thinking by asking what and why questions • What do you think about…? • Why do you think that…? • Encourage children to make predictions • I wonder what would happen if...? • What would be different if…?

39. What would you say?What would you do? ?? ?? • With a partner, select 2 or 3 anecdotes. • Apply these strategies to your selected anecdotes. • Specifically, write down what you would say or do if you were the adult in the situation.

40. Wish List • Complete the Implementation Plan in the Training Booklet, indicating materials you would like to add to your classroom to support mathematics.