Let’s Talk Numbers: Sets, Number Sense,

Counting and so much more!

Makia L. ThomasNovember 26, 2018

Best Practices Assistant Project Director Presentation

Welcome Back!

CHAMPS

� Conversation: Level 0 (no talking) OR Level 2 (table talk)

� Help: Raise your hand or Parking Lot

� Activity: Notetaking and discussion

� Movement: At table or as needed

� Participation: Active listening and working with others

� Success: All teachers understand how to establish a language and literacy rich environment in their classroom.

Today we will…

� Discuss the importance of developing Early Math skills

� Review of the Math GELDS related to Number and Quantity

� Understand effective implementation of the GELDS related to Number and Quantity

� Practice developmentally appropriate activities related to our Math GELDS

What is Early Math?

Teacher Reflection

“Without mathematics, there’s nothing you can do. Everything around you is

mathematics. Everything around you is numbers.” – Shakuntala Devi

“The only way to learn mathematics is to do mathematics.”

– Paul Halmos

“There should be no such thing as boring mathematics.”

– Edsger Dijkstra

“Mathematics is a language.” – Josiah Willard Gibbs

Which quote resonates with you the most and why? How does it relate to early math? Be ready to share out your thinking.

Components of Early Math

� Numeracy – The ability to reason and apply numerical relationships and mathematical concepts by:- Observing- Organizing- Exploration - Manipulation - Problem solving

� Number Sense- The ability to understand the quantity of a set and the name associated with that quantity. � Set- A collection of items or objects.� Cardinality- Determining how many are in a set or group. � Same vs. different- Understanding of varying attributes

Overview of Math GELDS: Number and Quantity

� Recites numbers up to 20 in sequence.

� Recognizes numerals and uses counting as part of play and as a means for determining quantity.

� Matches numerals to sets of objects with the same number, 0–10.

� Describes sets as having more, less, same as/equal.

� Quickly recognizes and names how many items are in a set of up to four items.

� Tells numbers that come before and after a given number up to 10.

CD-MA1: The child will organize, represent, and build knowledge of number and quantity.

Importance of Developing Number Sense and Early Numeracy Skills

� Allows children to find meaning of the environment around them

� Develop logical reasoning and problem solving skills

� Cross curricular connection with the art, science, social studies, and music

� Predictor of future success in school

How to Develop Number Sense

� Convey concepts using a C-P-A (Concrete-Pictorial-Abstract) approach� Provide opportunities for children to be hands-on with manipulatives � Integrate technology � Extend thinking and through questioning and conversation� Utilize a play based approach � Practicing one-to-one correspondence � Have an awareness of using appropriate comparative language

(more than, less than, equal to, greater than, fewer than) � Integrate music and movement

Activity- Match ‘Em All � This Bingo-like game allows children to think about

numbers in different ways. Children roll a dot cube and try to find one or more matches on their board. Though the representations may look different, two dots on the cube can match a picture of two blocks, two fingers on a hand, or the numeral 2 when we think about the meaning of the number 2. The first player to match ’em all, wins!

Activity- Number Combination Playing Cards

� Various skills can be practiced:

-Number Order

-Number Recognition

-Number Comparison

-Counting

-Matching

-Subitizing

Activity- Number Puzzles

Children will count the pictorial objects and determine the quantity. After the quantity has been determined the child will match the puzzle piece to the corresponding number that has been represented.

Activity #4- I Have___. Who Has___. (Numbers 1-10)

Game can be played with 3-4 players. Each player can receive 3-4 cards. Ask one player to begin by just reading the, “Who has” statement. Child with the matching quantity will then say, “I have___. Who has ____. “

Your Turn- Table Top Tweet

Think about the Number and Quantity activities that you just practiced. Choose one activity as a table that you want to “tweet” about. Complete the Table Top Tweet form. Be prepared to share your thinking with the whole group.

Exit Ticket

� What was useful? What do you plan to implement in your classroom?

� What is something you would like more information on?

Resources

� • Georgia Early Learning and Development Standards � - http://gelds.decal.ga.gov/� • Erikson Institute: Early Math Collaborative � - http://earlymath.erikson.edu/� • Teachers Pay Teachers- Math Coach’s Corner� Lakeshore Learning � Lead4Ward � www.lead4ward.com