1. Today’s Agenda Number Talk Share your Foldables with your table
Chapter 8- Counting and Counting Assessments
Chapter 9- Develop Meaning for Operations
Chapter 10- Basic Fact Fluency
Mid-Term Assignment

2. Chapter 8: Counting Why are early math skills so important?
“Preschoolers’ early mathematical performance establishes a foundation for their future academic success.” –pg. 143
What does a classroom that promotes early math skills look, sound, feel like?
Page 143- Promoting Good Beginnings

3. What does it mean to “Count”?
What is subitizing? Why is it important?
What is cardinality? What does it tell you about the child?
What is counting? What skills are you looking for when a child is counting for you?

4. Cardinality

5. Counting

6. Learning Trajectory for Counting
Precounter
Reciter
Corresponder
Counter
Producer
Counter and Producer
Counter Backwards
Counter from Any Number
Skip Counter
Page 146 table of learning trajectory.
What does this tell you in regards to the development of a child’s abilities in mathematics?
What happens if they lack one of these skills?

7. More than, Less than, Equal to
How do you know if a child has this concept and has mastered the skill of ‘more’, ‘less’ and ‘equal’?
Page 180

8. Counting Assessment
One example of how to assess counting.

9. Chapter 9- Developing Meaning for Operations
Review Change Problems
Page 172 Context Problem
Model
Draw
Numerically solve
Multiplication and Division
Page 183 Questions:
Model
Draw
Numerically Solve
Page 169- addition and subtraction
Page 180- multiplication and division

10. Properties of Addition and Multiplication
List the properties for Addition:
List the properties for Multiplication:
Addition- Associative/Commutative/ Zero/ Distributive
Multiplication- Commutative/ Zero and Identity/ Distributive

11. What are the Strategies for solving Contextual Problems?
Kids get hung up on trying to solve the equation.
How can we teach them to look for the answer to the question?

12. Chapter 10- Basic Fact Fluency
Phases of Math Fact Fluency are:
Counting Strategies
Reasoning Strategies
Mastery
Page 195- look at the table

13. Science behind math fact fluency and how to teach them

14. Strategies for Teaching Basic Facts
Memorization
Explicit Strategy Instruction
Guided Invention
Use of Story Problems
Explicit Teaching of Reasoning Strategies
How are these effective/ineffective? What do you use in your classroom? How can you adapt your teaching to meet the needs of your students?
Make Tens frames
10s buddies
Halves/doubles

15. Assessing Basic Math Facts
Timed Tests are OUT!
Observation
Interview/Conferencing
Written Responses
What do I do if my students still don’t get it?
Give 10 minute math fact test- note student responses

16. Mid-Term: Problem Solving Literacy/Math Lesson Plan Presentation
Select a piece of children's literature that includes a math concept
The piece of literature may either:
Deal directly with a mathematical concept or
Can be used as a theme for generating problems.
The problems should not be simply counting the number of objects in a picture, but involve higher-order concepts.

17. Mid-Term Continued…
Each student will present their book and problem situation in a minute Math lesson to their group.
A complete lesson plan must be written and submitted using the format provided in the Components of an Effective Lesson and the SNC Lesson Plan Template.
The lesson must be taught using methods and strategies acquired during the course.
Students will be expected to observe and critique other students’ lessons so that everyone may learn from example and feedback.
Copies of the lesson plan must be provided for the instructor.

18. Mid-Term Lesson Plan Presentation Rubric
Components of an Effective Lesson Included (Materials, including technology)___pts./20 pts. Possible
Common Core State Standard(s) ___pts./10 pts. Possible
Strategies Identified and Used ___pts./20 pts. Possible
Assessment Formative and/or Summative ___pts./10 pts. Possible
Objectives for all learners-Cognitive Level (DOK or Bloom’s) ___pts./15 pts. Possible
Before lesson components ___pts./15 pts. Possible
During lesson components ___pts./15 pts. Possible
After lesson components ___pts.15 pts. Possible
Teacher/Presenter knows concept/content/etc. and was prepared for lesson ___pts./30 pts. Possible
Total Points ___pts./150 pts. Possible
This rubric is included in your syllabus. I have adapted the actual project to meet the needs of our class, but the rubric is the same.

19. For Wednesday
Chapter 11 Discussion
Chapter 12 Discussion