JILL GARDNER CLARAN EINFELDT

 SNAP: Student Numeracy Assessment Progressions   Adapted from Wright, R.J., Stanger, G., Stafford, A. and Martland,J. (2006) Teaching Number in the Classroom with 4-8 Year-Olds. London: Paul Chapman Pub./Sage  Adapted from Wright, R.J., Stanger, G., Stafford, A. and Martland,J. (2005) Teaching Number Advancing children’s skills and strategies. London: Paul Chapman Pub./Sage  Adapted from Wright, R.J., Stafford, A. and Martland,J. (2006) Teaching Number in the Classroom with 4-8 Year-Olds. London: Paul Chapman Pub./Sage

1. FORWARD NUMBER WORD SEQUENCE 2. CONSTRUCTED FINGER PATTERNS 3. RECOGNIZED FINGER PATTERNS 4. BACKWARD NUMBER WORD SEQUENCE 5. NUMERAL IDENTIFICATION 6. SEQUENCING NUMERALS 7. ESTABLISHING NUMEROSITY OF A SET 8. SPATIAL PATTERNS (DOMINO, TEN FRAMES) 9. ADDITIVE TASKS (TOTALLY OR PARTIALLY SCREENED) 10. SUBTRACTIVE TASKS (TOTALLY SCREENED) 11. INVERSE OPERATIONS 12. RELATED ADDITION 13. RELATED SUBTRACTION

1. FORWARD NUMBER WORD SEQUENCE  Count forward (1-32); (97-112);  Count by 10’s (10-100); (4- 114);( ) 2. CONSTRUCTED FINGER PATTERNS Use your fingers to show me… 3. RECOGNIZED FINGER PATTERNS  What number is this?

4. BACKWARD NUMBER WORD SEQUENCE  Count back from (10-0);(15- 10);(32-18);(100-87)  By 10s from (100-0); (107-7);( ) 5. NUMERAL IDENTIFICATION  Which number is this (cards between 3-308) 6. SEQUENCING NUMERALS  Put cards in order (1-10);(12- 20);(46-55)

7. ESTABLISHING NUMEROSITY OF A SET  Give more than asked for 8. SPATIAL PATTERNS (DOMINO, TEN FRAMES)  How many do you see? (cards) 9. ADDITIVE TASKS (TOTALLY OR PARTIALLY SCREENED)  Red and blue chips, two screens 1. SUBTRACTIVE TASKS (TOTALLY SCREENED)

11. INVERSE OPERATIONS  Number Sentence Cards - ask students arrange into number sentence  Trade out “addition” for “subtraction” – ask students to arrange new number sentence 12. RELATED ADDITION ask students how they used prior answer  Given cards (9+3); (9+4); (9+5); (9+7); 13. RELATED SUBTRACTION ask students how they used prior answer  Given cards (7-5); (27-5); (47-5)

The Math We Do Together Cooking Papa and his math Measure with a retractable ruler Count money in a jar Play games in the car- races Tell time Number lines I do the snap assessments with them They saw me teach in my classroom Tyson – counts his trucks Mental quizzes Music CD Always looking

 Plate of French Fries  Make shapes (SHAPE RECOGNITION)  Make Roman Numerals (SPATIAL PATTERN)  Counted how many (NUMEROSITY)  Tally marks (SPATIAL PATTERNS)  Count number of people at each table (NUMEROSITY)  Count the waters, forks, spoons, sugars, creamers, jellies (NUMEROSITY)  Do Menu Math (MONEY RECOGNITION)  Dessert Gum folded into halves and fourths (FRACTIONS)

 Measuring Milk on cereal with glass cup (Measurement)  Give him whole glass of milk then tell them to pour half of it on the cereal (Fractions)  Pour milk with fourths cup, half cup, whole cup (Fractions)  French Toast includes spoon measurement of cinnamon and vanilla (Measurement)

 3 YEAR OLD – HOW MANY ARE LEFT?  4 YEAR OLD – HOW MANY WENT DOWN?  5 YEAR OLD - HOW MANY WENT DOWN?

 PLACED PRICES ON FURNITURE  GIVEN A SPECIFIC AMOUNT OF MONOPOLY MONEY TO SPEND  ASK DIFFERENT WAYS TO MAKE EACH AMOUNT

 FIND GATE LETTER AND NUMBER (NUMERAL /LETTER IDENTIFICATION)  ON BOARDING PASS..flight number, seat number, date, time (NUMERAL /LETTER IDENTIFICATION)  SPELLING men, women, food, gate, baggage and exit  PASSENGER SAFETY INFORMATION CARD (SEQUENCING)

 COLORS (ATTRIBUTES)  BIGGER_SMALLER (MEASUREMENT)  HOW MANY PLANTS (NUMEROSITY OF A SET)  MEASURE WITH RULER BETWEEEN (MEASUREMENT)

 COUNTING WHILE DRESSING AND SQUEEZING BODY PARTS (FORWARD NUMBER WORD SEQUENCE)  COUNT GOING UP AND DOWN THE STAIRS (FORWARD AND BACKWARD NUMBER WORD SEQUENCE)