Mathematical Thinking To foster mathematical development in children, teachers must: encourage thinking value individuality support exploration

Thematic Math Focus Off We Go: Free Exploration Let’s Be Friends: Sorting and Classifying Who’s My Neighbor?: Patterning, Sequencing, All/Some Deep in the Forest: One-to-One Correspondence, Number to 5 Giving Gifts: Geometry, Sizes, Shapes We Are Family: Number to 10 Brrrr!: Number to 20, Place Value, Part/whole, fractions Wonderfully Made: Standard/Nonstandard Measurement, Weight, Volume, Time Moving On: Beginning Addition and Subtraction We’re On a Mission: Number to 20+, Money

Math Routines Large Group Work Estimating, Predicting, Graphing, Calendar, Weather, Finger Plays, Poems Small Group Work Independent Work 17

Planning Overview 22

Choosing Math Activities What will the children learn? How will they feel about it? What will they do with the information/concept? How will they use it?

Lesson Planning What will the children learn? How will they feel about it? What will they do with the information/concept? How will they use it?

Math Activities 51

Math Activities 107

Math Activities

Blackline Masters

Assessment Children master skills and concepts at differing rates and times. Tracking his or her progress allows a child to move ahead sooner once he or she has mastered a concept; it also allows a teacher to provide further practice and reinforcement when needed.

Assessment TM 27

Assessment

Assessment

Assessment “As early as age five, there is a huge variation in the kinds of mathe- matical understanding children bring with them to school.” Ginsburg, Klein, and Starkey. The Development of Children’s Mathematical Thinking: Connecting Research with Practice

 K-1, K-2 Multigrade planning resources for the classroom teacher (fall 2011) (  Webinars (to be scheduled by TDEC) (  Webpage on NAD site (  Facebook page ( id= ) id=  Blog ( Other Supporting Resources