1. Veteran Master Teachers March 2013 A New Look at New Jerseys Preschool Mathematics Standards

2. Why Revise Our Preschool Math Standards? Align with the Common Core Provide a coherent mathematical roadmap PK-12 Emphasize how preschool math content connects with kindergarten Provide more clarity about the math that preschoolers should be experiencing Give guidance to teachers so they can teach content more deeply Give guidance to teachers so they can teach children more purposefully

3. Common Core Math in Kindergarten Primary Emphasis: Counting and Cardinality Know number names and the count sequence Count to tell the number of objects Compare numbers Operations and Algebraic Thinking Understand addition as putting together and adding to Understand subtraction as taking apart and taking from Number and Operations in Base Ten Work with numbers 11-19 to gain foundation for place value

4. Common Core Math in Kindergarten Secondary Emphasis: Measurement and Data Describe and compare measurable attributes Classify and count the number of objects in categories Geometry Identify and describe shapes Analyze, compare, create, and compose shapes

5. Core Goals in Kindergarten Instructional time should focus on: Representing, relating, and operating on whole numbers, initially with sets of objects Describing shapes and space And: More learning time in kindergarten should be devoted to number than to other topics

6. Common Core Math Standards for Mathematical Practice Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

7. Translating for Preschool: Thinking About Our Thinking Problem Solving Reasoning Communicating Connecting Representing

8. New Jerseys Revised Preschool Math Standards 4.1: Children begin to demonstrate an understanding of number and counting. 4.2: Children demonstrate an initial understanding of numerical operations. 4.3: Children begin to conceptualize measurable attributes of objects. 4.4: Children develop spatial and geometric sense.

9. 4.1: Children begin to demonstrate an understanding of number and counting.

10. 4.2: Children demonstrate an initial understanding of numerical operations.

11. 4.3: Children begin to conceptualize measurable attributes of objects.

12. 4.4: Children develop spatial and geometric sense.

13. Triangles Form two groups at your table Work collaboratively with the people in your group. Use the paper clips to make triangles.

14. BIG Ideas Content StrandBig Idea Number and OperationsNumber names allow us to tell how many are in a set. MeasurementComparisons can show which is bigger, but they have to be fair. GeometryTwo shapes can be combined to make another shape. AlgebraA single collection of objects can always be sorted in more than one way. Data AnalysisCollecting and organizing data makes it easier to answer questions.

15. Learning Paths

16. Applying the Revised Preschool Standards… Young children are eager, curious and capable of learning mathematics. Teachers must understand the BIG ideas of math within the Standards Preschool classrooms must resound with intentional teaching that mathematizes childrens daily experiences.

17. …means Teaching deeply Selecting topics/activities with intention Embedding the practice standards Making use of the learning trajectories http://www.youtube.com/watch?v=gsDY6qftzQk

18. Resources http://www.naeyc.org/positionstatements/mathematics NAEYC/NCTM position statement on Early Childhood Mathematics: Promoting Good Beginnings Teaching and Learning Math: The Learning Trajectories Approach by Douglas H. Clements and Julie A. Sarama http://www.youtube.com/watch?v=wV85P07K1mU The Building Blocks of Math: Lessons from Research, featuring Dr. Doug Clements