PreK ESE Teacher MeetingApril 11, 2012

Welcome toMath…It’s More Than Counting

Rules• Respect the speaker (limit sidebar conversations)

• Participate

• What is said here, stays here

• What is learned here, leaves here

The chime will be our attention signal.

Celebrations

Body Math

Body math, body math…

I can do body math with my nose I can do body math with my toes

Count one hand, two hands – clap to the beatYou can do body math with me

Body MathI’ve got knees – two knees

I’ve got shoulders – two shouldersI’ve got a bellybutton – one bellybutton

I’ve got fingers – ten fingersI’ve got a body – one body

I can shake, shake, shake, shakeShake it all around, yeah… shake it all around

Body Math

I can do body math with my noseI can do body math with my toes

Count one hand, two hands – clap to the beatYou can do body math with me

Body MathI’ve got toes – ten toesI’ve got ears – two earsI’ve got eyes – two eyes

I’ve got a mouth – one mouthI’ve got a body – one body

I can shake, shake, shake, shake,shake it all around, yeah…shake it all around

Body Math

Shake it all around, Shake it,

Shake it all aroundYeah…

Body math!

For the Love of Goodness, Why…• Most of the brain is activated during physical activity

• Movement activities provide opportunity to cross the body’s midline

• Active Involvement helps children understand and learn new concepts

• New vocabulary becomes much less abstract and more concrete when children experience the words

• It’s fun!!!

Research says…Because young children’s experiences

fundamentally shape their attitude toward mathematics, an engaging and encouraging climate for children’s early encounters with mathematics is important. It is vital for young children to develop confidence in their ability to understand and use mathematics-in other words, to see mathematics as within their reach.

(NAEYC and NCTM 2002)

Learning Goal

PreK ESE teachers will understand the math standards and be able to apply them in their classroom

4 I have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I can apply most in my classroom.

3 I have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I can apply some in my classroom.

2 I have a somewhat clear understanding of the Florida Early Learning and Developmental Standards (math) but I am not sure how to apply them in my classroom.

1 I do not have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I am not sure how to apply them in my classroom.

Alignment Between

• Florida Voluntary Prekindergarten Education Standards (2008)

• Florida Early Learning and Developmental Standards for Four-Year-Olds (2011)

• Next Generation Sunshine State Standards (K)

• Core Curriculum State Standards (K)

Mathematical Thinking• Number Sense

• Number and Operations

• Patterns and Seriation

• Geometry

• Spatial Relations

• Measurement

Number Sense• Understand one-to-one correspondence• Count and construct sets• Compare quantities/determines if sets are equal,

one has “more”, or one has “fewer”• Assign and relate numerals (written) and

numbers (spoken) to a group of objects• Count and know sequence of numbers (spoken)• Understand and use ordinal positions

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Number Sense. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Number and Operations• Understand there are more when combining sets of

objects

• Combine sets of objects to 10 (addition)

• Understand there are fewer when removing objects from a set

• Remove objects from a set no larger than 10 (subtraction)

• Separate a set into parts (division)

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Number and Operations. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Patterns and Seriation• Recognize patterns and non-patterns

• Duplicate identical patterns (at least two elements/events such as clap/snap or red/blue)

• Independently produce patterns with at least two elements

• Sort, order, compare and describe objects according to characteristics or attributes

• Order objects in a series (at least three objects)

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Patterns and Seriation. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Geometry

• Categorize/sort two-dimensional objects

• Name two-dimensional objects

• Construct example of two-dimensional shapes

• Identify number of sides of two-dimensional shapes

• Understand two-dimensional shapes are equivalent in different orientations (slide, flip, rotate)

Geometry

• Categorize/sort three-dimensional shapes

• Name three-dimensional shapes

• Analyze and construct examples of symmetry and non-symmetry in two dimensions, using concrete objects

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Geometry. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Spatial Relations• Understand positional words (receptive)

• Use positional terms verbally (expressive)

• Describe relative position from different perspectives (I am… you are…)

• Understand and can tell the difference between orientation terms (horizontal, diagonal, vertical)

• Use directions to move through space and find places in space

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Spatial Relations. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Measurement• Engage in activities that explore measurement

• Compare quantities of length, weight and height using a non-standard reference

• Use measurement vocabulary (length, weight, height) and comparative terminology (more, less, shorter, longer, heaviest, lightest)

Measurement• Assist with collecting and sorting materials to be

graphed

• Work with teacher to help create/add to graph

• Analyze information on graph/chart (with teacher assistance)

• Predict the results of data collected (with teacher assistance)

Table ActivityTake a look at the manipulatives on your table

and discuss within your group how they can be used to teach/practice skills in the area of Measurement. Use the Florida Early Learning and Developmental Standards as a reference.

Be prepared to share.

The chime will be our attention signal.

Mathematical Thinking• Number Sense

• Number and Operations

• Patterns and Seriation

• Geometry

• Spatial Relations

• Measurement

More Than CountingOne in the Bed on page 142

Description Materials Appropriate Level What to Look For/Notice Modifications Content Connections Additional Processing Questions

Table Activity• Working individually, or in a small group, look

through the More Than Standards book and find at least three new activities in the area of mathematical thinking written at the top of the sheet on your table. You can use the post it notes to mark the activities in your book.

• When you are done, list the activities and page number of each on the sheet.

• Be prepared to share.

Table Activity

Number Sense Activity Page # 1.__________________

2.__________________

3.__________________

Mathematical ThinkingFlorida Early Learning and Developmental Standards

More Than Counting

Number Sense Number (Chapter 2)

Number and Operations Number (Chapter 3)

Patterns and Seriation Algebra (Chapter 4)

Geometry Geometry (Chapter 5)

Spatial Relations Geometry (Chapter 5)

Measurement Measurement (Chapter 6)Data Analysis (Chapter 7)

Additional Resources

Florida VPK Teacher Tool Kit Florida’s Office of Early Learning Birth to 5 Standards

Florida DOE

Illinois State Board of Education

VPK Teacher Toolkit

http://www.flvpkonline.org/teachertoolkit/

VPK Teacher Toolkit

http://www.flvpkonline.org/teachertoolkit/

EARLY LEARNING SERVICES - Birth to Five Standards

( )Approaches to Learning

( )Cognitive Development and General Knowledge

( )Language and Communication

( )Physical Development

( )Social and Emotional Development

( )Birth to Eight-Young Infants

( )Eight to Eighteen-Older Infants

( )18-24 Months-Young Toddlers

( )Two Year Olds

( )Three Year Olds

www.flbt5.com

Mathematics: VPK Resources

Things to Do while You're Waiting: Math http://illinoisearlylearning.org/tipsheets/mathactivities.pdf

[Español] [Polish]

Tips for parents and teachers to use during transition times and other waiting times (e.g., standing in the checkout line at the grocery store). Examples for several different mathematic skill areas are included.

More Detail Related Benchmarks: VI.A.a.5.a

Things to Do while You’re Waiting:MathIt’s happening again! You’re running errands with your children and suddenly you’re stuck—in traffic, at the clinic, in the checkout line. Many parents find that playful learning activities can help reduce children’s impatience when they have to wait.

You can use waiting time to show your child that Math = Part of Life.

Math is much more than just counting, adding, and subtracting! Playing with math concepts helps children become confident mathematical thinkers. Here are some quick math questions, games, and activities to engage a child who has to wait.

Counting: Use objects to help your child learn that each item we count corresponds to a number. “Let’s put one can of beans on top of each cereal box.” Ask each other questions like “How many trucks do you see?” “How many people are ahead of us in line, and how many will there be once the front person leaves?” Children like action rhymes that involve counting.

Sequences and patterns: Order is important in math. Notice sequences with your child: “Looks like we’re the second in line!” Find simple patterns together—the colors of floor tiles or the rhythms of people walking. Invite your child to make visual patterns using small objects around you.

Classifying: This means sorting things according to different properties. Make a game of sorting objects with your child, such as coins or laundry. Or you might suggest, “Let’s find all the people with hats” or “I’ll spot red cars and you spot cars in your favorite color.”

Spatial relations: This has to do with shapes and locations of objects. You can “hunt” for shapes together: squares, triangles, rectangles, and circles. Use words like “on,” “under,” and “inside” to describe where you see the shapes. Drawing shapes in the air can also be fun.

Estimation and predictions: Children often like to make educated guesses.“Will our laundry fit in two washers?” “Which is higher, a stack of five pennies or five dimes?” “How can you tell?” Make a guess first, and then check to see how close your guess came.

Measurement and time: Investigate measurement together. “How many hands tall is this jar?” “Which is heavier, your coat or your boot?” “How many steps to the car?” Your child may like timing games: “How many times can you count to 10 before we are first in line?” “How long can you stand on one leg?”

For more tip sheets on other topics, please go to

http://illinoisearlylearning.org

Illinois Early Learning Project• The Path to Math: Beginning Numbers

• The Path to Math: Classification

• The Path to Math: Geometric Thinking for Young Children

• The Path to Math: Measurement with Young Children

• The Path to Math: More Numbers

• The Path to Math: More Word Problems for Preschoolers

• The Path to Math: Real Graphs for Preschoolers

• The Path to Math: Word Problems for Preschoolers

• Predicting: Helping Preschoolers Look Ahead

Fitting It In• Books, poems, songs and fingerplays provide an

authentic context for patterns and relationships which can lead to meaningful discussions about math concepts

• Post a number line and refer to it when counting throughout the day

• When lining up use the words first, second, third…

• Measure items using non-standard units of measure

Fitting It In• Describe the path you are taking as you move from

one point on campus to another

• Have the children explain how they get from one place to another

• Use spatial vocabulary when explaining where an object can be found or where to put it away

• Use comparative language such as (short/shorter/shortest)

• Graph whenever possible

Learning Goal

PreK ESE teachers will understand the math standards and be able to apply them in their classroom

4 I have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I can apply most in my classroom.

3 I have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I can apply some in my classroom.

2 I have a somewhat clear understanding of the Florida Early Learning and Developmental Standards (math) but I am not sure how to apply them in my classroom.

1 I do not have a clear understanding of the Florida Early Learning and Developmental Standards (math) and I am not sure how to apply them in my classroom.

Celebrate Your Learning

Reminder/PreK to K Transition• Children should be returning to their home

school• Children should be in the general education

classroom to the maximum extent appropriate • DD is not a label of disorder/disability but a

label of delay• The longer a child stays in a self-contained class

the larger the gap becomes

Reminder/Data CollectionDocumentation is very important. The more

detailed information you provide the more it will help the receiving school know each child’s needs and how to appropriately support the child in the general education class.

It will also assist the school team (IEP/RtI) in the decision making process when looking at DD dismissal.

Reminder/Data Collection

The Developmental Profile (from BCCT)AND

The Literacy and Language Growth Checklist (RIA-PreK)AND

SSHS Social Emotional Progress Monitoring ChecklistAND

Battelle Developmental Inventory 2 Score Profile

Reminder/Outside Services FormUpdate information on the Exceptional

Education Preschool Services Outside Services Form information collected for Indicator 6 on SPP (% of children who receive special education and related services in settings with typically developing peers)

Reminder/Summer VPK• Remind parents of Summer VPK opportunities both

at OCPS sites and through private providers

• Make sure parents are aware their child is eligible to attend the Summer VPK Program if they are a resident of Florida, if they are eligible to enroll in kindergarten for the coming year, if they will be five as of September 1 and if the child did not attend the VPK Program during the school year.

*OCPS Summer VPK will run from June 13 through July 26, operating on Fridays throughout that timeframe.

FYI…• Florida Early Learning and Developmental

Standards for Four-Tear-Olds (2011) can be viewed at earlylearning@fldoe.org

• Last meeting of the year Wednesday, May 9th

• Ruthie Rieder ESE Director over PDIS and Elementary will be retiring this summer

FYI…

• Janice will be out of the office April 13-19

• Stephanie will be out of the office April 20-25

Thanks to all who were able to participate in our survey

Contact us if you have any questions, comments or concerns

Janice Penn Stephanie Thomas Janice.Penn@ocps.net Stephanie.Thomas2@ocps.net

Component #

2100027