©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,...

©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN). 05/2013

California Learning Foundations and California Learning Foundations and Curriculum Framework Presents:Curriculum Framework Presents:

Number SenseNumber Sense©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,

California Preschool Instructional Network (CPIN). 05/2013


Outcomes

• Participants will become aware of key concepts to be developed in the Number Sense strand of the Preschool Learning Foundations (PLF).

• Participants will become aware of key strategies in the Preschool Curriculum Framework (PCF) regarding Number Sense development.

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Who is here today?

Present Absent

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Early Learning Development System

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Two California Department of Education Resources

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Domain Organization

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Common Core NCTM Alignment

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Hearing From the Experts

“Children possess and build mathematical competencies from their first year and keep on learning mathematical ideas throughout their preschool years.”

Clements, D.H. & Sarama, J. “Creative Pathways to Math,” Scholastic Early Childhood Today Journal, 2003.

Dr Clements Says

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http://youtu.be/EYaLrPNtD8I


Trends in International Mathematics and Science Study 2011

• Chart Explaining 2011 Trends.

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Full Report

http://nces.ed.gov/timss/results11_math11.asp


International Growth Over Time

Full Report

Highlights:Highlights:• Unites States Unites States

changed an changed an average of 23 average of 23 points in overall points in overall scorescore

• Portugal changed Portugal changed an average of 90 an average of 90 points in overall points in overall scorescore

• The Czech The Czech Republic Republic changed an changed an average of -30 average of -30 points in overall points in overall scorescore

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http://nces.ed.gov/timss/figure11_1.asp

FRAMEWork Quote

Children enter preschool with an intuitive understanding of number and operations and with a natural curiosity and eagerness to learn about numbers. PCF, Vol.1, p. 241


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Foundations

After 1After 1stst or 2 or 2ndnd year of preschool year of preschool

With appropriate supportWith appropriate support

At 48 and 60 monthsAt 48 and 60 months

High-quality programHigh-quality program

©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,


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Map of the Foundations

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Curriculum Framework

• Guiding Principles• Research Highlights• Routines,

environments, and materials

• Vignettes• Interactions and

Strategies



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Guiding Principle

Support English learners in developing Support English learners in developing mathematical knowledge as they mathematical knowledge as they concurrently acquire English. concurrently acquire English. PCF, Vol. 1, p. 235PCF, Vol. 1, p. 235


Guiding PrincipleBuild on preschool Build on preschool children’s natural children’s natural interest in mathematics interest in mathematics and their intuitive and and their intuitive and informal mathematical informal mathematical knowledge. knowledge. PCF, Vol. 1, p. 234


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Mathematic Domain Mathematic Domain Framework StrategiesFramework Strategies

• Developmentally Developmentally appropriateappropriate

• Reflective and intentionalReflective and intentional

• Individually and culturally Individually and culturally meaningfulmeaningful

• InclusiveInclusive



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Individualization of learning Individualization of learning includes all children. includes all children. PCF, Vol. 1, p. 5PCF, Vol. 1, p. 5

Recognizing that children follow different pathways to Recognizing that children follow different pathways to learning, this framework incorporates a concept known learning, this framework incorporates a concept known as as universal design universal design for learning for learning PCF, Vol. 1, p. 13PCF, Vol. 1, p. 13



Universal Design for Learning

• Multiple means of representation

• Multiple means of engagement

• Multiple means of expression

Number Rock

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http://youtu.be/lvnwdojAaww

http://youtu.be/lvnwdojAaww


Research HighlightRead the Highlight

on Page 251Discussion Points

• What strategies have you seen children use to solve arithmetic?

• Of those strategies, what types of representation are used?

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For example…

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Glossary Term:

The act of subitizing supports the development of counting, adding, and subtracting. (Clements & Sarama, 2007)

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Engaging Young Children in Mathematics

Clements, D.H., Engaging Young Children In Mathematics, 2004, pg. 17.

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Clements, D.H., Engaging Young Children in Mathematics, 2004, pg. 17.

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Engaging Young Children in Mathematics


How many dots do you see?

That’s Subitizing!

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Can name small collectionCan name small collection

Can make small collectionCan make small collection

Can use pattern of groupTo determine the number(e.g., domino pattern)

Can use pattern of groupTo determine the number(e.g., domino pattern)

Can perceive group without counting

Can perceive group without counting

Learning Trajectory for SubitizingLearning Trajectory for Subitizing


Subitizing Games

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Teacher Role

Teachers have an extremely important Teachers have an extremely important role in supporting children’s understanding role in supporting children’s understanding of number relationhips and operations.of number relationhips and operations.


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Observe Children Counting

Observe children’s spontaneous counting and note their developmental level. PCF, Vol.1, p. 244

©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies, California Preschool Instructional Network (CPIN).

05/2013

Developmental Counting Sequence

As teachers observe the children throughout the day, they are likely to encounter a great deal of spontaneous counting and reasoning about numbers.

PCF, Vol. 1, p. 242.



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Interaction and Strategies Graphing with children

Encourage preschool children to collect data, tally totals, and graph the results.



Let’s Play

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Dr Clements Exposure to Exposure to Preschool Preschool Mathematics can Mathematics can increase language increase language ability; and has ability; and has lasting effects into lasting effects into KindergartenKindergarten

Dr. Clements, Society for Research and Development, 2013


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Interaction Strategy


Introduce preschool children to the concepts of addition and subtraction through literature, songs, and games. PCF, Vol. 1, p. 255

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Pair Share Your Knowledge

• What are your favorite books to enhance Number sense?

• What are your favorite songs to enhance number sense?




Books and Number SensePlayPlay

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What might be an What might be an appropriate use appropriate use of technology to of technology to enhance this enhance this activity?activity?

• Counting books Counting books elicit spontaneous elicit spontaneous counting. counting. PCF, Vol. 1, p. 244PCF, Vol. 1, p. 244

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What are you going to hang

on to from today?

• What was very new to you?

• What was really interesting?

• What can’t you wait to try?

• What are you still curious about? ©2013 California Department of Education (CDE) with the WestEd Center

for Child & Family Studies, California Preschool Instructional Network (CPIN). 05/2013


Thank you Thank you for coming; for coming; we hope we hope you call you call again soon!again soon!

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©2013 California Department of Education (CDE) with the WestEd Center for Child & Family Studies,...

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