Making Early Math Activities and Math Vocabulary in your ... · • Use vocabulary cards and number...
Transcript of Making Early Math Activities and Math Vocabulary in your ... · • Use vocabulary cards and number...
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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: [email protected]
mailto:[email protected]
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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
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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
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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)
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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,
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NCTM Process standards
• Problem Solving
• Reasoning and Proof
• Communication
• Connections
• Representations
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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
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We had a lot of Fun ! • Activities were hands on, active and
incorporated objects, games, and discussion
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Our Kids learned at LOT! Pre-Post Gains for All Kids: IGDIs
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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
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Vocabulary Enriched kids made significantly more growth in their ability to talk about the math concepts
and identify or show them
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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
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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.
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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
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Example of “Explicit” Vocab Instruction
• Also USED the words while doing the activities
• REVIEWed the words!
• Note: yes, definitions are a little tricky
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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
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My Math Magnet words
more less zero seven equal between close far ruler wider five
pyramid cube sort
small medium large
number line
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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
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Our Words and Definitions
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Hands On Activity Based I do, we do, you do
• Fine motor – sort fruit snacks, ruler
• Gross motor – close/far
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MSUM Early Math - Activities by Day [email protected]
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
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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
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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
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Take Home Example: Number Line Race - Review
• Number Line Race (Siegler, 2009) was an activity and a take home
• Your version slightly modified
• Discuss
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Want our Activities or Take Homes?
• Email Dr. Lisa Stewart, [email protected]
• 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
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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
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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
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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