Florida Early Learning and Developmental Standards (FELDS) Math - - PowerPoint PPT Presentation

Number Operations

• Combine and

remove from sets

• Solves problems

with objects

• Separates sets

into groups

Measurement

• Compares length,

weight, height with terms shorter, longer, etc.

• Collects and sorts

materials for graphing

• Interprets graphs

during group work

Florida Early Learning and Developmental Standards (FELDS) Math Skills

What Does Research Say about Child Development and Math?

Most 3-yr olds have difficulty comparing “which set has more”. They think that a set that has

• bjects spread out has “more” than if objects are

close together. Sets with “larger” or more

“spread out” items might be be interpreted as “more”.

4-yr olds are able to understand subtraction (making a set have fewer) before they understand addition.

It’s easier to visually understand that items are “taken away” and that there are now “fewer.”

Children cannot develop ideas about shapes from only looking, they must manipulate shapes in a variety of ways. Visualization and spatial reasoning are improved with use of computer animations. Math is best learned through manipulation

• f objects instead of by rote.

Children can think of what “how many”

• bjects look like up to 5 without having

the objects in view.

Natural conversations about math concepts are vital for helping children remember and extend their thinking about math. Language and vocabulary are important factors in math. Children learn and understand math concepts better when they learn through the use of familiar everyday objects. Comparison studies show that children who are taught math using a “playful approach” are more successful.

What Does Research Say about Math Instruction in Preschool?

Math Conversation

“ “

“Jacob is first today and Susan is second.” “Help me clean up, put the matching ones here.” “Wow, your tower is the tallest one.” “This pizza looks like a big circle.” “First we have to measure the water.”

Comparison words:

More Less Equal Longer Longest Shorter Shortest Heavier Heaviest

Operation words:

Combine Separate Pattern Measure Graph Compare Sort

Setting up the Classroom to Enhance Math Experiences

Take Note: Math is everywhere!

Math experiences should not be limited to the Math Center. Maximize materials in the environment to embed math skills. Make the most of teacher

• pportunities to model and use “math

conversation.”

• Refresh your memory of the standards

(FELDS). Know what you’re teaching.

• Use “Intentional Teaching” – Think of

ways to include math concepts throughout the day.

• Math opportunities
• Daily routines
• Center play
• Small group activities
• Circle/meeting times
• Snack time
• Playground
• Nature walks
• Music and Movement
• Story/Literacy time

Example: Play center Math Conversation

“Do we have enough clothes to dress all four dolls?” “Will we have any clothes left over?” “Do we have enough hats for the dolls?” “We need one more hat. Let’s look inside the cabinet for another hat.”

Math Standards during Daily Routines

Benchmark: one-to-one correspondence when counting

• Model counting with classroom helpers each day to count out materials,

napkins, circle mats.

• When setting up the easel, ask a child to make sure that each paint

cup has one brush. Benchmark: Counting objects in sets

• Plan activities every day that incorporate counting sets, model and assist children with counting (e.g.,

counting the number of markers in a box, the number of pictures in a book, number of children in a line).

• Model counting sets of steps in the daily schedule, boys and girls in attendance, songs/centers on the

choice board. Benchmark: Understanding of ordinal positions

• When lining up to go outside, tell the children you are going to count them in a special way to model the

use of ordinal positions ( As you touch each child gently on the shoulder and say, “First, second, third”)

• Model the use of ordinal vocabulary during morning routine (remember to refer to the visual schedule when

doing this) “First, unzip your backpack; Second, take out your folder and put it in the bin; Third, …”) Benchmark: Recognizing pattern units

• Point out patterns in different locations around the school – tilework, lunchroom set-up
• Have the children sit or walk in patterns such as boy/girl, color of clothes, style of shoes

Benchmark: Understanding spatial and position words

• Use position words when giving children directions

(“Stand beside me,” “Put the cup under the cabinet.”).

Math Standards during Center Play

Take Note: Teacher Conversation Required

Teacher modeling, conversation, use of math vocabulary are needed in order to embed math concepts into the play

• activities. This does not mean that the

instruction should take over the play

• time. The conversation should be

embedded in an enthusiastic and playful manner. More? Fewer? Taking some away? Adding some on? Counting and numerals Type of patterns? (size, shape) How many? What shapes? How many different shapes? Which are the same? How many friends can you serve? Does each one have spoon, fork, knife? Can you make a pattern?

Math Standards during Snack Time

Benchmark: One-to-one correspondence when counting

• Have the “snack helper” set the table or hand out napkins, cups, for snacks. Model and assist as needed

Benchmark: Constructing sets by counting

• Count the number of children present and put the numeral on the poster during the morning routine.

Benchmark: Relating numerals to counted objects Benchmark: Sorting by attribute Benchmark: Identifying shapes Benchmark: Counting sets Benchmark: Constructing sets by counting Benchmark: Relating numerals to counted objects

Math Standards during Literacy and Storytime

The Three Little Pigs Benchmark: counting sets Benchmark: One-to-one correspondence when counting

• How many pigs? Does each one have a house?
• Use counting set to pair each pig with a farm friend

Benchmark: Recognizing and creating shapes

• Put shapes together to create houses

Benchmark: Understanding spatial and position words

• In the house, on the roof, outside the door
• Use center play materials to put pigs “in a house”, “away

from the farm”, “all in one house” Benchmark: Understanding ordinal vocabulary

• First, second, third, next, last

Benchmark: Separating a set into parts

• Separate out sets of three pigs from counting set

Using Shapes for Construction

Classroom Books that Focus on Math

Take Note:

The classroom library should include a variety of math-related subjects, as well as address a continuum of developmental levels – board books, picture books, and books with text. Math books should be read and discussed during literacy group and added to the class library for the children to enjoy.

Helpful Resources for Math-related Books

The Best Children’s Books

http://www.the-best-childrens-books.org/

• Lists of books organized by category of concepts
• Two sample pages from each selected book
• Lesson and activity ideas

Pre-K Pages

https://www.pre-kpages.com/math-picture-books-for-preschool/

• Books arranged by concepts with brief descriptions
• Books that are related to center play activities

Reading A-Z

https://www.readinga-z.com/worldlanguages/spanish/math-books/

• Translations of popular classroom children’s math books into

Spanish (sometimes French and Vietnamese by request)

• The site includes translations of popular songs and rhymes

Examples of types of books to include in play centers:

Ideas for Class-made Math Books

Children enjoy and learn from class-made books that contain photos of familiar places and people. Children especially enjoy books with their own photos.

Math in Songs and Rhymes

Counting songs and rhymes, many with accompanying books, are a popular tool for gaining children’s interest and attention and for helping them remember counting sequences. Examples are listed along with links to sites which offer recordings, videos, and interactive programs. Note that research indicates that children are able to recall the appearance of “5 objects” without having the objects in

• site. Many children with developmental delays, however,

are not able to hold the image of “5 things” in mind; especially when there are distractions. Important – The most effective use of number songs and rhymes involves using an accompanying book so that children can visualize the song.

+Even better is to add a set of visuals that can be moved

to “add” or “subtract” the objects in the song.

+Even better is to add manipulative items that match the

song (bean bag animals, stuffed animals, small pumpkins). After a song and visuals are introduced and used during a lesson, put the materials in the literacy or math center so that children can engage with the materials on their own. Add a song that you have introduced to the classroom “Song Choices” board.

https://www.youtube.com/playlist?list=PL028565C616627F50 Each song is about 3 minutes long and most have videos. http://bussongs.com/counting-songs.php Each song title links to a colorful cartoon video.

https://theeducatorsspinonit.com/category/math

STEM activities for various grades and subjects. Select Preschool from the menu and then search for the topic. Subscription is required for downloading but there is no cost. Counting songs in Spanish

http://www.spanishplayground.net/5-spanish-counting-songs-preschoolers/

Choices

Enhance communication Language comprehension Participation Interest

Don’t forget the instruments:

One-to-one correspondence Counting Sound patterns

Enhancing Counting Songs

Examples for Five Little Speckled Frogs – can be used with most counting songs

Why Use Both Song and Book?

Text association Generalize skills by adding book to class library Increase interest in books

Pair counting with Numerals

Number counted = numeral (When removing the frogs, remove “5” first so that the numeral matches the number left)

Interactive Book

Increases participation and attention Hands-on, puts book closer to child, Provides a mode of response for children who need alternative

Props

Frog patterns, sticks, paper towel roll

Props

Felt frogs with velcro blue felt piece for pond

Props

Frogs from paper plates This is good for children who need larger items.

Props

• Beanbags. If you don’t

have frog beanbags, use regular ones and “pretend” they’re frogs.

Activity

Child-speckled frogs

Activity

Acting out the song

Accommodation

Squishy frog for a child who needs sensory input

Motivator/Reward

Let the “Song Helper” for the day squeak the frog at parts of the book/song – “Glub, glub”

Math and Movement

Take note:

Exercise and sensory experiences are good for the brain and vital to learning in young

• children. Research supports the

use of movement and multi-modal sensory activities to enhance brain stimulation, memory, and attention.

Patterning can also include movement

• activities. Let the “Math Helper” throw

the die and name the actions in the pattern. Sand table activities support measuring, comparing. Children also enjoy searching through sand for shapes and numerals. Making shapes and patterns is not just for the math center. Using large items in an extended area gives children a chance to move around.

Apple picking activity – Lessons can address sorting, counting. This is also a good example of a social group activity.

Skill: Counting 1, 2, and 3 objects and identifying the corresponding numeral

Benchmark Skills: Measurement and Comparison Which two activities are not evidence-based for Pre-K?

Benchmark Skills: Understanding Numeracy Additional Skills: Counting, sorting All classroom needs are not the same. Which type would work best for your class?