1. Mathematics Learning in Interest Areas and Outdoors
ICEC November 2016

2. Purpose:
To provide teachers across pre-k, and early childhood special education a systematic scope and sequence curriculum map for instructional programming for students in the areas of mathematics that will also be incorporated into all learning centers.
Teachers will identify power standards and will create a scope and sequence curricular maps for mathematics and to be able to monitor progress, analyze data, and make instructional changes in order to increase student outcomes as align to the Illinois Early Learning and Developmental Standards.

3. Purpose
Teachers were in serviced on research and best practices using the Creative Curriculum Volume 4: Mathematics book
This book will be used to broaden their understanding of mathematics for young children and to identify appropriate instructional strategies.
Teachers will learn about specific components and related strategies and then practice them in their classroom. Teachers will also share activities, strategies, and resources with one another.

4. Identify the targeted innovative practice:
It will be our goal to create a scope and sequence curriculum map, as well as, a tool of skills and observational data analyses with progress monitoring capability, after investigating themes with our updated curriculum, and early childhood best practices research, the new kindergarten district mathematics curriculum and the Illinois Early Learning Developmental Standards / kindergarten standards

5. Identify the target population:
The target population for this grant Mannheim Early Childhood Center (Pre-K and Special Education) in Mannheim School District 83.
Mathematics is an area that we feel we need to increase the current rigor and provide more materials and experiences for the students in both Pre-K and ECSE classrooms which service about 250 students.

6. Collaboration:
All staff participated in PD Creative Curriculum Mathematics
All staff worked collaboratively to identify the targeted standards
Book study Mathematizing by Allen C. Rosales
Shared team lesson planning
Authentic assessment
Progress monitoring tools
Data analysis – next steps

7. -Expected outcomes/Description of Results:
The expected outcomes will come from the Illinois Early Learning and Developmental Standards (IELDS). There are 5 learning Standards with multiple benchmarks in each standard.
The domain of Mathematics includes Preschool Benchmarks in Sense of Numbers, Identification of Relationships in Objects, Concepts of Geometry, and Analysis of Data Information.

8. Progress Monitoring
Create scope and sequence curriculum map Number and operations, geometry and spatial sense, measurement, patterns (algebra) and data analysis.
Link to Illinois Early Learning Standards / progress monitoring tool and assessment database.
Generate progress-monitoring graphs, authentic assessment for portfolios and for data analyses to drive instruction.

9. Progress Monitoring Authentic assessment Progress monitoring tools
Progress monitoring tools, and an assessment database can lead to the development of a progress-monitoring tool to assess current performance and make ongoing instructional changes.
Data was needed 3xs a year to enhance the team’s decision- making process.

10. Components of Mathematics
National standards in mathematics (NCTM, 200) describe what children should learn in preschool. The components of math include
number and operations
geometry and spatial sense
measurement
patterns (algebra)
Data analysis

11. Illinois Early Learning & Developmental Standards
Count w/ understanding and recognize how many in small sets up to 5 (6.A.ECa)
Describe comparisons with appropriate vocabulary such as "more", "less", "greater, than" "fewer", "equal to", or "same as.” (6.D.Ecb)
Sort order and describe objects according to characteristics or attribute (8.A.ECa)
Recognize and name common two and three dimensional shapes (9.A.ECa)
Organize, represent and analyze information using concrete objects, pictures and graphs with teacher support (10.B.Eca)

12. Creating an Environment for mathematics
Hands on mathematical materials need to be stocked with interesting materials in all center areas to invite children to explore and investigate. It should have some basic tools, as well as, objects of natural materials. The best materials are materials that are open ended and can be used in a variety of ways.
Children’s ages and experiences affect their use of materials; therefore, our mathematical needs must have items for a mixed age group of 3-5 years old.  

13. Progress monitoring My IGDIs

14. Winter and Spring Data

15. Number Operations Number concepts are the foundation of mathematics.
Children's understanding of these concepts develops gradually over time as children explore, manipulate and organize materials as they communicate mathematical thinking with adults and peers.
Children are said to have number sense when they have intuitive understandings about numbers and their relationships.
As children gain a sense of number they understand.
Ex what 3 means in terms of quantity, numerical, the word and by sets of 3 and furthers to more, less, fewer and the same.

16. Understanding One to One Correspondence
Understanding one to one correspondence follows rote counting.
In terms of counting objects in a set, one to one correspondence means linking one and only one, consecutive number with each item in a set.
This technique should be modeled throughout the day in interest areas, daily routines and it must often be taught directly.
Sometimes children inadvertently count an object more than once.
You can model strategies to help children keep track of what they are counting by showing them how to move each object to the side after they have counted it.

17. Understanding quantity, terms of comparison and number symbols is also fundamental
Quantity involves the concepts of an entire set (knowing the last number named while counting a set tells the whole amount).
A child who understands number orders knows that it doesn’t matter if he counts a row of 3 crayons from left to right or counts them in a different order; the amount is the same .
Making comparisons involves knowing the meaning of such terms as more, fewer, bigger, and the same.

18. Understanding quantity, terms of comparison and number symbols is also fundamental
Young children can learn the names of numbers and numerals without having any idea of what the symbols represent. Understanding a number symbol involves seeing a numeral (3) and associating the numeral with the corresponding quantity ( three objects).
Number symbols only have meaning for young children when they are introduced as labels for quantities.
Rather than teaching children to recognize the numerals( number symbols) in isolations, link them to their corresponding quantities.

19. Ten frames

20. Geometry
For young children, geometry involves recognizing and describing shapes in the environment.
Children learn about and use their knowledge of 2 and 3 dimensional shapes when you give them opportunities to create designs with pattern blocks, paint cut shapes, for their artwork, sort blocks and they return them to the shelves, and identify shapes outdoors.

21. Patterns (Algebra)
With guidance, preschoolers learn to recognize and analyze simple patterns, copy them, create them, make predictions about them, and extend them.
Preschool children can recognize simple patterns easily. As you “read” a pattern of beads (red, blue, red, blue) children can join in.

22. Patterns (Algebra)

23. Data Analysis
Data analysis includes collecting and organizing information and finding ways to represent it.
In preschool this involves classifying, graphing, counting, measuring, and comparing.
Instruction in each of these areas can build on children’s interest in collections.

24. Collections
As part of collecting, children often begin to sort and make sets without a plan that they can explain.
Then they sort more purposefully, for example, by properties such as identifying color, shape and size.

25. Collections
As children develop and refine their sorting skills, they sort by more than one attribute.
The ability is strengthened when you encourage them to talk about their sorting rules( the criteria they use to define their categories).

26. Graphing Graphing is a direct extension of sorting and classifying.
A graph presents information in a visually organized way that helps children understand relationships and make comparisons.
Graphing enables children to show information in various ways.

29. Graphing
After children make a graph, they can use it for analysis and to interpret data.
This step involves comparing, contrasting, counting, adding, subtracting, using terms such as greater than, less than, equal to and not equal to.

30. Higher order thinking questions
What does the graph tell us?
Of which __________, did you collect the most ?....the least? ….the same number?
How do you know that?

31. Home school partnerships

32. Questions

33. Thank you