The Creative Curriculum Preschool Mathematics Numbers and Operations – Day 1 Becky Coffelt & Denise Wasko Sept. 16, 2013 1

Getting Started Welcome Introductions/Attendance Agenda/Outcomes Credit option/Registration 2

Series Outcomes Demonstrate understanding of components & process skills that align with Mathematics-The Creative Curriculum Approach Use the Teaching Strategies GOLD Assessment System to assess children’s understanding of Mathematics Describe and implement a mathematically-rich learning environment Demonstrate understanding of the Teacher’s Role in supporting early childhood mathematics development with preschool aged children 3

Setting the Stage Where’s the Math? 4

Memories of Math Close your eyes. Think back to your childhood days or “school days” and recall your experiences with math. What do you remember? What feelings do you associate with math? Turn to your neighbor and share your experiences Do you think your personal experiences with math influence your teaching practices? In what ways? 5

The Creative Curriculum Framework How Children Develop and Learn The Learning Enviornment The Teacher's Role The Family's Role What Children Learn Research and Theory Blocks Dramatic Play Toys & Games Art Library Discovery Sand & Water Music & Movement Cooking Computers Outdoors 6

Standards Alignment Iowa Early Learning Standards Iowa Quality Preschool Program Standards IELS Alignment with Iowa CORE Mathematics for Kindergarten 7

Iowa Standards Iowa Early Learning Standards & Iowa CORE Child Outcome Standards, Benchmarks for exiting preschool/entering Kindergarten Infant/Toddler Preschool (3-5 yrs.) Iowa Quality Preschool Program Standards Program Standards- what adults do to design and implement a HIGH Quality Program Preschool (3-5 yrs.) centers 8

Iowa Early Learning Standards 12.1 Comparison and Number The child: counts to five counts objects, pointing to each one correctly while counting uses language such as more or less to compare quantities begins to recognize small quantities without counting them starts recognizing and naming of numbers 9

Iowa Early Learning Standards 12.2 Children understand patterns 1. The child shows skills in recognizing and creating some patterns moving from simple to complex 2. The child predicts what comes next in a pattern 12.3 Children understand shapes and spatial relationships 1. The child demonstrates understanding of spatial words such as up, down, over, under, top, bottom, inside, outside, in front, and behind 2. The child identifies 2 and 3 dimensional shapes 3. The child notices characteristics, similarities and differences among shapes, such as corners, points, edges, and sides 4. The child notices how shapes fit together to form other shapes. 10

Iowa Early Learning Standards 12.4 Children observe, describe, and predict the world around them. The child: notices, describes and makes comparisons in the natural and designed world uses scientific tools such as balance scales, measuring tapes, hand lenses, and microscopes to extend the senses and aid understanding makes close observations of living and non-living things organizes, classifies, and records information drawn from observations uses data from observations to describe the world including patterns, cause and effect relationships , and predictions

Iowa Early Learning Standards 12.5 Scientific Investigations and Problem Solving The child: asks questions that can be answered through direct observations plans and carries out investigations makes close observations to determine causes of problems uses evidence collected from investigations to evaluate results communicates results of investigation to to others

Iowa Early Learning Standards 12.6 Measurement The child: sorts, classifies, and puts objects in series, using a variety of properties makes comparisons between several objects based on one or more attributes such as length, height, weight, and area, using words such as taller, shorter, longer, bigger, smaller, heavier, lighter, full empty, length, height, and weight Measures objects using non-standard units of measurements such as using blocks to determine how tall a child is Develops an awareness of simple time concepts within his/her daily life such as yesterday, today, tomorrow, morning, afternoon, and night

Iowa Early Learning Standards Approaches to Learning 9.1 Children express curiosity, interest, and initiative in exploring the environment, engaging in experiences, and learning new skills. 9.2 Children purposefully choose and persist in experiences and activities. 9.3 Children demonstrate strategies for reasoning and problem solving. Also refer to other Preschool Standard Areas such as Area 8- Physical Well-Being and Motor Development; Area 10- Social and Emotional Development; Area 11-Communication, Language, and Literacy; and Area 13- Creative Arts. 14

Iowa Quality Preschool Program Standards 2.8 Materials and equipment used to implement the curriculum Reflect the lives of the children and families; Reflect the diversity found in society, including gender, age, language, and abilities; Provide for children’s safety while being appropriately challenging; Encourage exploration, experimentation, and discovery; Promote action and interaction; Are organized to support independent use; Are rotated to reflect changing curriculum and accommodate new interests and skill levels; Are rich in variety; Accommodate children’s special needs. 15

Iowa Quality Preschool Program Standards 2.23 Children are provided varied opportunities and materials to build understanding of numbers, number names, and their relationship to object quantities and to symbols. 2.24 Children are provided varied opportunities and materials to categorize by one or two attributes, such as shape, size, and color. 2.25 Children are provided varied opportunities and materials to help them understand the concept of measurement by using standard and non-standard units of measurement. 2.26 Children are provided varied opportunities and materials to understand basic concepts of geometry by, for example, naming and recognizing two - and three- dimensional shapes and recognizing how figures are composed of different shapes. 16

Iowa Quality Preschool Program Standards 3.10 Teachers organize time and space on a daily basis to allow children to work or play individually and in pairs, to come together in small groups, and to engage as a whole group. 3.11 Teachers create opportunities for children to engage in group projects and to learn from one another. 3.12 Teachers use their knowledge of children’s social relationships, interests, ideas, and skills to tailor learning opportunities for groups and individuals. 3.13 Teachers use curriculum in all content and developmental areas as a flexible framework for teaching and to support the development of daily plans and learning experiences. 17

Iowa Quality Preschool Program Standards 3.16 Teachers use multiple sources (including results of informal and formal assessments as well as children’s initiations, questions, interests, and misunderstandings) to Identify what children have learned; Adapt curriculum and teaching to meet children’s needs and interests; Foster children’s curiosity; Extend children’s engagement; Support self-initiated learning. 3.17 Teachers use their knowledge of content to pose problems and ask questions that stimulate children’s thinking. Teachers help children express their ideas and build on the meaning of their experiences. 3.18 Teachers help children identify and use prior knowledge. They provide experiences that extend and challenge children’s current understandings. 18

Iowa Quality Preschool Program Standards 3.19 Teachers promote children’s engagement and learning by responding to their need for and interest in practicing emerging skills, and by enhancing and expanding activities that children choose to engage in repeatedly. 3.20 Teachers promote children’s engagement and learning by guiding them in acquiring specific skills and by explicitly teaching those skills. 19

Iowa Quality Preschool Program Standards 4.3 Programs use a variety of assessment methods that are sensitive to and informed by family culture, experiences, children’s abilities and disabilities, and home language; are meaningful and accurate; and are used in settings familiar to the children. 4.9 Teachers or others who know the children and are able to observe their strengths, interests, and needs on an on-going basis conduct assessments to inform classroom instruction and to make sound decisions about individual and group curriculum content, teaching approaches, and personal interactions. 4.10 Teaching teams meet at least weekly to interpret and use assessment results to align curriculum and teaching practices to the interests and needs of the children. 4.11 Teachers interact with children to assess their strengths and needs to inform curriculum development and individualize teaching. 20

Iowa Quality Preschool Program Standards 4.12 Teachers and other professionals associated with the program use assessment methods and information to design goals for individual children as well as to guide curriculum planning and monitor progress. 4.13 Teachers observe and document children's work, play, behaviors, and interactions to assess progress. They use the information gathered to plan and modify the curriculum and their teaching. 21

Iowa Core Mathematics for Kindergarten Know number names and the count sequence Count to tell the number of objects Compare numbers Understand addition as putting together and adding to, and understand subtraction as taking apart and taking from Work with numbers 11-19 to gain foundations for place value Describes and compares measurable attributes

Iowa Core Classify objects and count the number of objects in each category Identify and describe shapes Analyze, compare, create, and compose shapes Makes sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics

Iowa Core Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

KWL chart What do you already know about math in regards to components (numbers, geometry, data analysis, measurement and patterns)? In regard to process skills? What do you want to learn?

Curriculum Principles Mathematics curriculum includes content and process skills. Children should be at the center of the curriculum. The environment is an essential part of the mathematics curriculum. Teachers have to plan how and when instruction will take place. 26

Mathematics Instruction in The Creative Curriculum Classroom Core Beliefs The child is the focus of mathematics instruction. The child teaches you. 27

What Children Learn- The Components of Mathematics Number and Operations-Problem Solving Geometry Measurement Patterns and Change (Algebra) Data Analysis (Classification/Sorting) 28

How Children Learn- Mathematics Process Skills Problem Solving Reasoning Communicating Representing Connecting 29

Quick Write: Think about your teaching practices… Which components and process skills do you address easily as you teach? Which components and process skills could you emphasize or teach more thoroughly?

Numbers and Operations- Mathematics-The Creative Curriculum Approach-pp. 7-8; 5th Edition Vol.. 4-pp 741-742 Nine Ideas/Areas of Number & Operations Counting Number sequence One-to-one correspondence (1:1) Keep track while counting Last number named when counting a set of objects tells how many Quantity (Sense of number) Comparisons (more/fewer or less) Order (ordinal number- first, second, last) Numerals Combining Operations (Adding) Separating Operations (Subtracting) Sharing Operations (Dividing) Set-Making Operations (Multiplying) 31

Numbers and Operations What is the Teacher’s Role? Practice counting using a variety of learning styles and representations. Provide a variety of materials to help children develop an understanding of quantity. Model counting strategies. Model comparing the number of objects in two sets. 32

Numbers and Operations What is the Teacher’s Role (continued)? Identify everyday situations to use ordinal numbers (first, second, third). Make obvious mistakes so that children can identify the errors. Illustrate and model a variety of problems that involve combining, separating, sharing, or set-making. Act out operation stories. Use books to encourage numerical reasoning. 33

Teacher’s questions stimulate children’s thinking-Ask Probing Questions Number & Operations Which bear is first? Which line has more? Less? Why do you think so? How can you make them the same number or (equal)? 34

Mathematical Process Skills (reasoning, problem solving, communicating, connecting, and representing) Why do you think…? That’s an interesting idea. What will you do next? Are you sure? How do you know? Can you explain that so that Keri can understand how you did that? Can you make a picture of that? 35

Early Childhood Mathematics View Video clip(s) Think About: Your knowledge about math components/process skills (see signs in room for prompts) Hypothesize- I wonder- What does he/she know and think? Question- Listen to child’s response- verbal & non-verbal Intentional Teaching- Respond in the moment and/or planned experience for later Teacher and Child Roles

The Learning Environment: Mathematical Instruction in The Creative Curriculum Classroom Create a mathematically-rich environment. Purposeful use of Interest Areas Plan mathematical experiences throughout the day Routines & Transitions Group Times Large Groups Small Groups Choice Time 37

Assessing your environment

Mathematics Learning in the Interest Areas Toys and Games: The Hub of Mathematical Learning When manipulating puzzle pieces, children learn about shape and spatial relationships When using collections of objects, they learn to sort, make patterns, and measure; to count and play number games Teachers interact to prompt children to reason, solve problems, communicate ideas, make connections, and represent their thinking and learning 39

Routines and Transitions

Linking Math and Literacy Large Group Small Group Choice Time

Sharing math ideas with families At your table-think about some ways you can help parents with math activities in the home.

Mathematics Instruction in The Creative Curriculum Classroom Core Beliefs The child is the focus of mathematics instruction. The child teaches you. 43

Table Group Activity Select one Interest Area with a partner– not Toys and Games Complete a chart for that Interest Area including: Materials, Examples of what a child might do, and Questions to promote mathematical thinking for: Number and Operations Write ideas for the assigned interest area; Post on the wall Gallery Walk- Read posters on Interest Areas 44

Adult Learning Activity Table Groups- One person pick up a bag of materials As a group-decide how the materials can be used to meet the 9 Ideas/Area of Numbers and Operations Use the recording sheet to respond 45

Before teaching, questions to ask: What do I want children to know and be able to do? What do children already know about this topic? What essential dispositions am I fostering? How will I evaluate and assess the children’s learning?

During the teaching: Is every child learning what I expected? Is unanticipated learning occurring? Are things going as planned?

After teaching ask: What worked? What is the evidence? What needs to be changed? What do I do next for the group as a whole? For Individual children?

Mathematics Instruction in The Creative Curriculum Classroom Core Beliefs The child is the focus of mathematics instruction. The child teaches you.

What’s new with Creative Curriculum Intentional Teaching Cards Mighty Minutes

Putting it all together How do your anecdotal notes address math objectives? Check anecdotal observations of children- Which cognitive and or math objectives do you have the most data on? Which ones don’t you have much data? Why? Action Plan for next steps

Action Plans What are your next steps? Because of what I have learned and reflected on today I will keep doing… I will start doing… I will stop doing…

Empowering Quality Preschool- www.epqproject.com How Many are Here Today?- 1:52 http://www.uni.edu/coe/regentsctr/epq/content/how-many-are-here-today Playing a Card Game- 3:39 http://www.uni.edu/coe/regentsctr/epq/content/playing-card-game The Before & After Game- 2:33 http://www.uni.edu/coe/regentsctr/epq/content/and-after-game Weather Graph- 1:46 http://www.uni.edu/coe/regentsctr/epq/content/weather-graph Measuring the Pumpkins- 2:23 http://www.uni.edu/coe/regentsctr/epq/content/measuring-pumpkins Gas Station- 1:23 http://www.uni.edu/coe/regentsctr/epq/content/gas-station