Making Early Math Activities and Math Vocabulary in your Preschool

Classroom Fun MNAEYC- MnSACA State Conference

Friday, February 3rd 10:00 AM - 11:30 AM

Dr. Lisa H. Stewart, Joshua Johnson, Ashley Doll, & Kate LeBrasseur

Contact: stewart@mnstate.edu

mailto:stewart@mnstate.edu

Agenda

• Overview – Early Math in Preschool – Evidence – Early Math Study – Highlights – Focus of Activity Components and Fun!

• Activity 1 - Close/Far – Intro/practice – Discuss

• Activity 2 – Square/Triangle/Sort – Intro/practice – Discuss

• Home/School Component – Number Line Race Example – Discuss

Early Math Matters

• Early math skills are important predictors of later success in school in both reading and math.

(Duncan, et al., 2007)

• Early Math and Language are Closely Linked!

• NAEYC/NCTM Joint Position Statement on Early Childhood Mathematics: Promoting Good Beginnings, Item 9

Actively introduce mathematical concepts, methods, and language through a range of appropriate experiences and teaching strategies.

http://www.naeyc.org/files/naeyc/file/positions/psmath.pdf

Another reason to do this as part of your curriculum

Young children explore their world and

learn early math concepts but some

children have more opportunities for

exploration and learning than others.

Differences in early math exist in

preschool and persist once children start

school. (Clements & Sarama, 2008)

What is Early Math? NCTM PreK Content Standards

• Number and operations Number sense, counting, 1:1, more/less (more = higher number)

• Geometry and spatial sense Shapes and their properties, location/direction

• Measurement Distance, height, weight, temperature, etc – describing, measuring and comparing

• Patterns and algebraic reasoning Patterns and relationships, sort, classify, order

• Displaying and Analyzing Data More/less (do more children like red apples or green apples?), Prediction,

NCTM Process standards

• Problem Solving

• Reasoning and Proof

• Communication

• Connections

• Representations

Our Study

Participants

• 21 preschoolers, 9 girls and 12 Boys

• 3, 4 and 5 year olds

• English speakers, most White/Not Hispanic

Methods:

• 2 groups: a vocabulary enriched (VEM) version with explicit vocabulary

instruction and practice and a typical activity math (TAM) version.

• Delivered to small groups (2-4 children) for 15 minutes during the

preschool center day 2x per week for 6 weeks.

• VEM activities based on earlier work by Clements & Sarama (2008) &

Rudd, Lambert, Satterwhite & Zaire (2008). Incorporated a number line

(Siegler, 2009), hands on activities, and explicit vocab instruction.

• 1x per week materials were sent home with parents.

• Pre-Post testing using 7 measures, 4 IGDIs Early Numeracy measures and 3 study based Expressive, Manipulative and Receptive Measures

We had a lot of Fun ! • Activities were hands on, active and

incorporated objects, games, and discussion

Our Kids learned at LOT! Pre-Post Gains for All Kids: IGDIs

0

5

10

15

20

25

30

35

40

45

Pre Post Pre Post Pre Post Pre Post

1:1 Correspond Counting Number Naming Quantity Compare

# co

rre

ct

Vocabulary Enriched kids made significantly more growth in their ability to talk about the math concepts

and identify or show them

0

2

4

6

8

10

12

14

Expressive Manipulate Receptive

Po

st t

est

-Pre

te

st G

ain

s (#

co

rre

ct)

Type of Math Test

Math Pre-Post Gain Scores by Test and by Intervention Group

Typical

Vocab

Very positive response to the parent take home activities

Note: even “typical math group” that just got

coloring sheets were excited to get materials

home about math.

Critical Features of the Activities?

• Math vocabulary explicitly taught and reviewed

• Concepts modeled: “I do, we do, you do”

• Active manipulative learning and discussion

• Related concepts to other settings

– Classroom Objects

– Discussion/Application to everyday

– Home/School Connection: Take Home Activities

Example of “Explicit” Vocab Instruction

• Also USED the words while doing the activities

• REVIEWed the words!

• Note: yes, definitions are a little tricky

Since Vocabulary is Important….. What words?

• Number and operations zero, five, seven, more, less

• Geometry and spatial sense Cube, pyramid, between,

• Measurement Ruler , close, far, small, medium, large, wider

• Patterns and algebraic reasoning Sort

• Displaying and Analyzing Data Number line, equal

My Math Magnet words

more less zero seven equal between close far ruler wider five

pyramid cube sort

small medium large

number line

Math “Words” and Concepts

• What do you think of our words?

• Where do YOU get your words? – Spellingcity.com (K words but nicely organized)

– NCESD word wall (also K) http://www.ncesd.org/Page/983

– Preschool Curriculum

• Definitions – short!, picture? – Use ESL kid dictionaries for ideas

– How would you define: equal, between, close

https://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.ncesd.org/Page/983http://www.ncesd.org/Page/983http://www.ncesd.org/Page/983

Our Words and Definitions

Hands On Activity Based I do, we do, you do

• Fine motor – sort fruit snacks, ruler

• Gross motor – close/far

MSUM Early Math - Activities by Day stewart@mnstate.edu

Week-

Day

New

Words

Review Activity

Week 1-

Day 1

Number

Line

More

Less

• Explicit vocabulary introduction.

• Make a “number line” out of number cards from 1-10.

• Count objects= lay amount next to the corresponding card.

• Use number line to teach “more” and “less”.

• Let the children make pile of “more” and “less” objects. & Discuss “more” and “less” in the world around them. Week 1-

Day 2

Zero

Seven

Number Line

More

Less

• Explicit vocabulary introduction and review

• Use the cards to make a “number line” -review “more” &“less”.

• Use number cards & number line to teach “zero”, kids draw the number in the air with their finger, do the same for “seven”.

• Discuss “zero”” and “seven” in their world around them.

• Introduce the Number Line Race. Week 2-

Day3

Between

Equal

Number Line

More

Less

Zero

Seven

• Explicit vocabulary introduction and review

• Have the children stand in a line. Teach “between” by saying he or she is “between” two other children.

• Use objects- the kids put an object “between” two others.

• Use pointers and number line to have the children point out numbers that are “between”.

• Use number cards to teach equal.

• Use piles to manipulate objects to be “equal”, “more”,& “less” & Discuss “between” and “equal”.

Week 2-

Day4

Close

Far

Between

Equal • Explicit vocabulary instruction and review

• Use number line to teach “close” and “far”.

• Have kids’ role dice then find the numbers on the number line and discuss how they are “close” and “far”.

• Jumping Game- put number cards on the floor, roll dice, find card and jump on it that many times.

Week 3-

Day 5

More, Less Equal

Close

Far, Between

• Use number cards to review all words.

• Hide objects in the room and use descriptions such as “close” and “far” to help the kids find the objects.

• Play the Number Line Race!

Week 3-

Day 6

Ruler

Wider

more, less, equal,

between, zero,

seven, close, far

• Explicit vocabulary instruction and review

• Demonstrate how to use a ruler.

• Kids make their own rulers. & Use their rulers to measure objects in the room.

Week 4-

Day 7

close, far, more, less, zero, seven,

between, equal,

wider, ruler

• Use vocabulary cards and number cards to review the words.

• Use Great Number Race! To reinforce vocabulary words.

Week 4-

Day 8

More Less

Equal

• Each child gets a number line.

• Use objects to match the number on the number line.

• Give handfuls of objects to the children and ask them to compare if they are “more”, “less”, or “equal” to others. Week 5-

Day 9

Five More Less

Equal

Zero

Seven

• Explicit vocabulary instruction and review

• Use piles of objects to review.

• Children practice writing “five” and “seven”.

• w/ piles of objects, children take 5- review more, less, & equal & Discuss “five” in the world around them. Week 5-

Day 10

Cube

Pyramid

Sort

Five • Explicit vocabulary instruction and review

• Use play magnets to make their own “cubes” and “pyramids”.

• Discuss “cubes” and “pyramids” in the world.

• Mixed piles of objects-kids “sort” into pile of similar shapes. & Put out other objects;have the children “sort” by color and size. Week 6-

Day 11

Small

Medium

Large

Cube , Pyramid

Sort

Ruler, Wider

Between, Equal

• Review words using objects.

• Explicit vocabulary instruction.

• Use objects to sort into “small”, “medium”, and “large” piles.

• Give 4+ objects to sort. review & discuss equal, between, etc

Week 6-

Day 12

• Review Day of all words! – use objects, games, magnatiles, etc

Activity 1 - Close/Far

• Intro/practice – groups of 3 or 4

– materials – vocab cards, number cards, dice

• Yours are smaller and not laminated, etc

– Script – look for critical features

– 10-15 minutes

– Discuss

Activity 2 - Triangle/Square/Sort

• Note: modified from cube/pyramid/sort and using magnetiles

• Intro/practice – groups of 3 or 4 – materials – vocab cards, number cards, dice

• Yours are smaller and not laminated, etc

– Script – look for critical features

– 10-15 minutes

– Discuss

Take Home Example: Number Line Race - Review

• Number Line Race (Siegler, 2009) was an activity and a take home

• Your version slightly modified

• Discuss

Want our Activities or Take Homes?

• Email Dr. Lisa Stewart, stewart@mnstate.edu

• put “Early Math Materials” in the subject line and we can send you

– Pdf of the activity scripts

– Pdf of the Take Home sheets

– Summary of the research project and findings

Interested in more information about early math development?

For more information about the development of early math vocabulary and concepts in preschoolers see: • http://www.naeyc.org/tyc/links/math • http://www.naeyc.org/positionstatements/mathematics AND more practical or parent friendly resources: • http://www.pbs.org/parents/education/math/games/pr

eschool-kindergarten/ • http://www.getreadytoread.org/early-learning-

childhood-basics/early-math • http://www.scholastic.com/parents/resources/article/w

hat-to-expect-grade/preparing-preschool-math

http://www.naeyc.org/tyc/links/mathhttp://www.naeyc.org/tyc/links/mathhttp://www.naeyc.org/positionstatements/mathematicshttp://www.naeyc.org/positionstatements/mathematicshttp://www.pbs.org/parents/education/math/games/preschool-kindergarten/http://www.pbs.org/parents/education/math/games/preschool-kindergarten/http://www.pbs.org/parents/education/math/games/preschool-kindergarten/http://www.pbs.org/parents/education/math/games/preschool-kindergarten/http://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.getreadytoread.org/early-learning-childhood-basics/early-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-mathhttp://www.scholastic.com/parents/resources/article/what-to-expect-grade/preparing-preschool-math

Math Vocabulary Resources

• Note, some of these are for K

• Resources for Math Vocabulary

• http://www.spellingcity.com/kindergarten-math-vocabulary.html

• http://www.pbs.org/parents/education/math/milestones/preschool-kindergarten/

• http://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribd

http://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.spellingcity.com/kindergarten-math-vocabulary.htmlhttp://www.pbs.org/parents/education/math/milestones/preschool-kindergarten/http://www.pbs.org/parents/education/math/milestones/preschool-kindergarten/http://www.pbs.org/parents/education/math/milestones/preschool-kindergarten/http://www.pbs.org/parents/education/math/milestones/preschool-kindergarten/http://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribdhttp://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribdhttp://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribdhttp://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribdhttp://www.scribd.com/doc/11574316/Math-Vocabulary-PreK#scribd

References

Clements, D. & Sarama, (2008). Experimental evaluation of the effects of a research-based preschool mathematics curriculum. American Educational Research Journal, 45(2), 443-494

Duncan, G, Dowsett, C., Claessens, A., Magnuson, K., Huston, A., Klebanov, P., …Japel, C. (2007). School readiness and later achievement, Developmental Psychology, 45(6), 1428-1446.

Fry, D., Baroody, A.J., Murchinal, M., Carber, S.M., Jordan, N.D. & McDowell, J. (2013). Teaching math to young children: A practice guide (NCEE 2014-2015). Washington, DC, National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.s. Department of Education. Retrieved from the NCEE website: http: //whatworks.ed.gov

Hojonski, R. & Floyd, R, (2004). Individual Growth and Development Indicators of Early Numeracy (IGDIs-EN). St. Paul, MN: Early Learning Labs.

Moomaw, S. & Hieronymus, B (2011) More Than Counting: Standards-Based Math Activities for Young Thinkers in Preschool and Kindergarten. St. Paul, MN: Redleaf Press.

Newbury, K. (2015). NCTM 2015: Number Sense Magic for Pre-K – 1st Grade Students. Retrieved from https://nctm.confex.com/Dr.%20Ken%20Newbury%20Math%20Magic

Rudd, L., Lambert, M., Satterwhite, M. & Saier, A. (2008). Mathematical language in early childhood settings: What really counts? Early Childhood Education Journal, 36, 75-80.

Siegler, R.S. (2009). Improving the numerical understanding of children from low-income families. Child Development Perspectives, 3(2), 118-124

Spanier, R. & Stewart, L. (2013). Establishing the Reliability of the Preschool Receptive Vocabulary Measure (RVM) and the Expressive Vocabulary Measure (EVM). Northern Lights Psychology Conference, Grand Forks, MN

https://nctm.confex.com/Dr. Ken Newbury Math Magic