Supporting Early Math Skills: A Key to Kindergarten Readiness Day 2 The Visible Child Initiative...
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![Page 1: Supporting Early Math Skills: A Key to Kindergarten Readiness Day 2 The Visible Child Initiative August 18, 2015 Beth Menninga menn0027@umn.edu.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649ea05503460f94ba395a/html5/thumbnails/1.jpg)
Supporting Early Math Skills: A Key to Kindergarten Readiness
Day 2
The Visible Child Initiative August 18, 2015 Beth Menninga [email protected]
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Checking in with those who were here last time….
Did anyone try playing games?
Any other thoughts before we continue exploring other math domains?
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Research based national standards say children need to learn about….
Charts & graphs
Patterns
Measurement
Shapes and spatial sense
Numbers and operations
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using these mathematical processes
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use math vocabulary and ask questions
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In preschool math
is not focused on having the
“right answer”, it’s about
encouraging mathematical
thinking
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Let’s sort!
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Why sort?
![Page 9: Supporting Early Math Skills: A Key to Kindergarten Readiness Day 2 The Visible Child Initiative August 18, 2015 Beth Menninga menn0027@umn.edu.](https://reader036.fdocuments.in/reader036/viewer/2022081603/56649ea05503460f94ba395a/html5/thumbnails/9.jpg)
Sorting teaches about…
•Similarities and differences (including matching)•Noticing attributes (that may help define something) such as size, color, shape•Sets (collections)•Comparing and ordering
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Initially, children sort before they count the number of items in each group (Clements, 2003).
Children sort objects into groups before they can describe the groups with a label (Russell, 1991).
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Sorting continuum of activities(The Early Math Collaborative, 2014)
Exact match• “Same” or “Different”• Socks, lotto games, some puzzles
Single sorts (one or two sets)• Making a set of objects with the same attribute/s• “what’s my rule?” • “Thing/not thing” sort
Multiple set sort• One attribute, many sets• Can be sorted multiple ways
Compare sets• More? less? the same? • Can be graphed or tallied
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Shapes and Space
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“The understanding of foundational concepts in three areas of geometry-- two- and three-dimensional shapes, spatial relationships, and symmetry and transformations – should be a focus of curriculum experiences for young children.” (National Council of Teachers of Mathematics, 2000)
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SHAPES
•Physical knowledge of shapes•Language related to shapes
cube
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SHAPES: stages
Informal deduction (6+ years old)
Form logical deductionsUnderstand why a square is always a rectangle but a rectangle is not
always a square.
DescriptiveNotice attributes of shapes Example: triangle has 3 sides and 3
“points”
VisualSee shape as a whole Example: rectangles look like doors
Van Hiele, 1986
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Exploration with shapes helps children move from the VISUAL to DESCRIPTIVE stage
VISUAL DESCRIPTIVE
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Making 2-D Shapes
•Make as many shapes as you can with the post it notes. Label them as you can
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2- AND 3- DIMENSIONAL SHAPES
• Attribute – In Mathematics, the attribute is a characteristic to describe an object. The attribute usually refers to the shape, size or color.• Learning attributes of shapes:
• edge
• side/face
• angle/corner
• curved, straight
• flat (2 dimensional) and 3-dimensional
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What Do Children Know About Shapes?
Interviews with 128 children ages 3 to 6 years• Most children (96%) know something about circles.• Most children (87%) know something about squares, and
“tilted squares.”• Children were less accurate (60%) identifying triangles.
Errors of omission (long triangles are rejected) and errors of inclusion (anything “pointy” is a triangle). • Children were less accurate (54%) identifying rectangles
(54%) (made errors of inclusion)
Clements & Sarama, 2000 TCM; Clements et al., 1999 Slide courtesy of M. Mazzocco, U. Of Mn.
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What Do Children Learn about Shapes?
• Triangles: few gains from preschool to middle school• 60% of preschoolers accurate identifying triangles.• 64% of kindergartners, 81% of 6th graders
• Rectangles• 54% of preschoolers accurate identifying triangles.• 63 - 68% of elementary school children
• CONCLUSION: opportunity to teach about shapes in preschool; may have long term benefits
Clements & Sarama, 2000 TCM; Clements & Battista, 1992 Slide courtesy of M. Mazzocco, U of MN.
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Teaching attributes
•Rectangles and squares•Triangles
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RECTANGLES: Dos and don’tsDO SAY:• A rectangle has 4 sides
with opposite sides the same length• A rectangle has 4 right angles or corners• All lines are connected and straight• A square is a special kind of rectangle,
where are the sides are the same length
90° 90°
90°90°
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RECTANGLES: Dos and don’ts
DON’T say:• Rectangles are long• All rectangles have 2 long sides
and 2 short sides• Rectangles are like any 3-D shapes
such as a shoe box
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TRIANGLES: dos and don’tsDO say: • Triangles have 3 sides • Triangles have 3 points or corners• All sides of a triangles are straight• All sides of a triangles are connected• Triangles may vary in orientation,
size, symmetry or pointedness
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TRIANGLES: dos and don’ts
DON’T say: • Triangles have 2 points on the bottom
and 1 on top• Triangles have a point in the middle• Triangles have a flat bottom• Triangles can be made from
any 3 line segments• Triangles are like the open triangle
used in music or cone-shaped clown hat
??
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Improving Early Shape Understanding
• Use examples (“non-traditional”)• Watch out for misconceptions
“All diamonds are squares” (not true) “That’s a square, not a rectangle” (not true)
• Expand on what children know!• Ask about their reasoning: “How do you know?”• Attend to vocabulary – is it understood by
children? “side” “angle”
Clements & Sarama, 2000 TCM; Clements et al., 1999 Slide courtesy of M. Mazzocco at U. of MN.
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SPACE: manipulating shapes
•Children:•Compare and match•Take apart and put together•Move and reorient•Understand and use positional words•Represent ideas and objects
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SPACE
“Thinking spatially—that is, visualizing objects in different positions and imagining their movements—is important to young children’s development as mathematical thinkers” (Copley, 2010)
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Let’s make a tangram
Link to online video clip instructions:http://earlymath.erikson.edu/tangram-puzzles-make-one-for-your-kids/
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Can you make something that looks like…
OR
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TRANSFORMATIONS
A transformation means that a shape has changed position while retaining the same size, angles, area and line lengths.
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Symmetry
Symmetry refers to a similarity of form, arrangement, or design on either side of a dividing line or around a point.
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Research says…
“Preschool children who hear their parents describe the size and shape of objects and then use those words themselves perform better on tests of their spatial skills.” (Pruden, Levine & Huttenlocher, 2011)
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45 more words= 23% average increase on non-verbal assessment of spatial thinking
“Circle, triangle…”
“Edge, bent, corner…”
“tall, wide….”
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Also….
•Children with more puzzle play developed stronger STEM centric concepts •Girls show greater benefit from spatial exploration activities • Girls have greater challenges solving spatial problems starting at age 4)• Adults tend to use more spatial language with boys(Levine et al, 2012)
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Research says…
“Children who are skilled in understanding how shapes fit together to make recognizable objects also have an advantage when it comes to learning the number line and solving math problems.”(Gunderson et al, 2012)
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What do we measure?
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Which is bigger?
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Which is more?
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Which is heavier?How do you know?
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How do we measure?
•Comparing•Ordering
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Comparison strategies (Copley 2010)
Perception-based (visual)
Direct comparison
Quantitative (number)
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Measurement Tools:
•For fairness andprecision we use units•Non-standard or•Standard
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Patterns all around us
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What is a Pattern?
•Repetition
•Equality & symmetry
•Analysis of change (what is the rule?)
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Children Learning Patterns
• Sorting and Classification
• Recognition of a pattern
• Copying a pattern
• Extending a pattern
• Creating a pattern
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Initially, children sort before they count the number of items in each group (Clements, 2003)
Children sort objects into groups before they can describe them with a label (Russell, 1991).
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Patterns
•Repeating patterns
•Growing patterns
•Analyzing Change
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Growing PatternsIllustrates plus-one patterns
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Growing patterns
• Use songs and rhymes to teach a growing pattern• The Ants Came Marching One by One, The Little Old Lady Swallowed the Fly
• Read books with growing patterns• Mrs. McTats and Her Houseful of Cats• My Little Sister Ate One Hare
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Describing Change
• Describe change in terms of numbers i.e. “How tall did the plant grow?”• Describe change in growth, i.e. bodies, trees, animals• Describe change in appearance• Change books:• Do You Know Which Ones Will Grow?• When I Was Little: A Four-Year-Old’s Memoir of her Youth
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Charts, Graphs and Estimation: using data to find answers
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What Skills are developed?
• Sorting • Counting• Collecting specific information• Looking for patterns and meaning• Estimation• One to one counting, quantification, set comparison, addition and
subtraction
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What Does Research Say?Initially, children sort before they count the number of items in each group (Clements, 2003)
Children sort objects into groups before they can describe them with a label (Russell, 1991).
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The normal developmental progression of graphic representation is concrete (i.e. using physical objects like toys, to make the graphs) to pictorial (i.e. using pictures of objects, like drawings of toys) to symbolic (i.e. using letters to present the color of toys, like b for a blue car and r for a red car) (Friel, Curio, & Bright, 2001)
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Interactions are key during….
•Play•Games•Exploration
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Families
•Math talk•Games provide a natural opportunity for math talk
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Where’s the math in
family life?
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at your tables
Brainstorm possible math activities for families
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Some themes to remember….
CountingComparingOrderingComposing/decomposingRelationships between thingsAttributes: getting specific
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Where are opportunities to
promote curiosity in the midst of
transition?
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Some online early math resources
• Erikson Early Math Collaborative http://earlymath.erikson.edu/ • NAEYC articles on families and math http://
families.naeyc.org/learning-and-development/music-math-more/math-talk-infants-and-toddlers• www.Bedtimemath.org Ideas for families with children ages 3-8• http://
www.zerotothree.org/child-development/early-development/supporting-early-math-skills.html • http://
eclkc.ohs.acf.hhs.gov/hslc/tta-system/ehsnrc/cde/curriculum/nycuearlymathlear.htm