Early Numeracy Self-Study
"Number sense is caught!" ~ Christina Tondevold
Learning Intention and Success Criteria
**Math Expressions IS our curriculum and all lessons should be taught as intended. The learning done through the self-study and book study is intended to increase your knowledge, supplement the instruction at opportune times (such as morning or daily routine), and help you make connections to what has been thoughtfully embedded into Math Expressions as well as to the standards.**
Success Criteria:
- Read and discuss "4 Relationships That Will Increase Your Students' Number Sense" by Christina Tondevold.
- Complete the self-study.
- Implement the daily routine with fidelity. Supplement based on your increased knowledge.
- Watch helpful videos (links below).
- Make connections to how these skills are embedded in the MX curriculum.
Step 1: Progression Videos from Graham Fletcher (he's awesome!) and Number Sense Overview from Christina Tondevold
https://gfletchy.com/progression-videos/
1. Early Number and Counting
2. Addition and Subtraction
Number Sense Overview by Christina Tondevold:
http://www.therecoveringtraditionalist.com/number-sense-essential/
Step 2: Math Racks (also known as Rekenreks)
https://www.youtube.com/watch?v=Lp_ogl2iH_Q
As you watch this video and you hear Graham working with the students, pay attention to his questioning. Listen to how he holds students accountable for their thinking with questions like: "How do you know that's right?" or "Why did you do that?"
Making Math Racks:
http://www.mathcoachscorner.com/2013/06/diy-rekenreks-take-2/
Number Talks... Go a long way!
Number Talks v. Number Strings:
http://www.therecoveringtraditionalist.com/number-talks-versus-number-strings/
This is a great blog post on beginning number talks in your room and why they are impactful:
https://www.scholastic.com/teachers/blog-posts/genia-connell/math-talk-101/
Kindergarten Number Talk (Using Ten Frames)
https://www.youtube.com/watch?v=8D-qejdIlFg
8 + 7 Number Talk
Gretchen: A Case Study
https://drive.google.com/file/d/0B7WxysBYxUu2bFYxMlNoQzJQbXc/view
What does Gretchen know how to do?
What is she stuck on?
What are the conceptual and procedural implications here?
What skills and concepts are needed in order to help her?
Questions to investigate/be able to answer
What are the essential strategies students need in order to build efficiency, flexibility, fluency, and accuracy with numbers?
Where does this concept appear in MX (grade or unit)?
How does MX support numeracy skills?
How can we align the number sense routines with the current unit of study in MX?
How has my thinking grown or changed?
How will this look in my classroom?
Math Apps
These are all FREE:
Number Finds
Hungry Fish
Zoom
Line 'em Up
Tally Tots
Tens Frame Snap
Pattern Set
Number Rack
Quickimages
10 Frame Fill
Friends of Ten
What Hiding
Friends of Ten (there are two different ones)
Deep Sea Duel
Okta’s Rescue
Additional Resources
Christina Tondevold's Website: www.mathematicallyminded.com/
Description of typical student conceptual growth, from prior knowledge and informal ideas, through intermediate understandings, to increasingly complex understandings, over time.
Description of students’ growth from less sophisticated to more sophisticated understandings, emphasizing mathematical concepts and reasoning.
Number Talks Images