Scribd
Upload
20 views18 pages

MODULE 5 - Early Numeracy Instruction

Uploaded by

joyceannrey8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
20 views18 pages

MODULE 5 - Early Numeracy Instruction

Uploaded by

joyceannrey8
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as PPTX, PDF, TXT or read online on Scribd
You are on page 1/ 18

MODULE 5- EARLY

NUMERACY
INSTRUCTION
B y: M r s P o r t i a R. G a l a n g
Lesson 1: How K-3 Children
Learn Math
Students need to understand the
concepts and procedures involved in
learning math. When teachers give
attention to key pieces of knowledge that
surround the numbers and number
sense, they help students to develop a
sense of how numbers and operations
work together.
To develop these key pieces of
knowledge, students need multiple
opportunities to model solutions to
problems with manipulatives and
pictures; to develop their own
algorithms; and to estimate answers
to addition, subtraction,
multiplication, and division questions
before using and memorizing a formal
algorithm.
Lesson 2: Teaching K-3 Children
Learn Math
Provide opportunities to
experience counting beyond 100
in engaging and relevant
situations in which the meaning
of the numbers is emphasized and
a link is established between the
numbers and their visual
Use songs, chants, and stories
that emphasize the counting
sequences of 2’s, 5’s, 10’s, and
25’s from different points within
the sequence
Provide opportunities to engage in
problem solving in contexts that
encourage students to use grouping
as a counting strategy (e.g., grouping
objects into 2’s, 5’s, 10’s, 25’s)
Provide opportunities to participate
in games that emphasize strategies
for counting (e.g., games that involve
the use of money)
Use counters and other
manipulatives, hundreds charts or
carpets, and number lines in
meaningful ways
Provide support to help students
recognize the various counting
strategies for counting larger
numbers
Provide support to help students sketch an
open number line that will facilitate
counting to solve a problem (e.g., to solve
23 + 36, they count 23, 33, 43, 53 on the
number line and then add the remaining 6
from the 36 to make 59).
The operations are related to one
another in various ways (e.g.,
addition and subtraction are inverse
operations). Students can explore
these relationships to help with
learning the basic facts and to help in
problem solving.
Students who have this sense gain a
deeper understanding of the basic
principles of the entire number
system and are better able to make
connections with more abstract
concepts (e.g., rational numbers)
when those concepts are introduced.
Students learn the patterns of the
basic operations by learning effective
counting strategies, working with
patterns on number lines and in
hundreds charts, making pictorial
representations, and using
manipulatives.
Lesson 3: Assessing and Addressing
Children’s Needs in Math
What is assessment and why is it important?

• Assessment is the processes of identifying how a child is doing


in comparison to how he or she was doing before, and in
comparison to what is expected at a child’s developmental age.
• Assessment is critical to understanding each child’s unique
strengths and needs.
• Assessment allows educators to support children’s
development and learning more effectively as it offers
information about the challenges the child is facing and how to
best support him/her.
How can you use informal assessment to
identify children’s strengths or needs in math?

• Make mental notes or keep a log to track children’s


math knowledge and plan the next activities or
instructional goal.

• Use small group and one-on-one instruction to


better assess children’s strengths and needs,
address unique learning needs, target a skill, and
plan for next steps for learning.
• Students’ effectiveness in using operations
depends on the counting strategies they have
available, on their ability to combine and
partition numbers, and on their sense of place
value.
• We can assess the learners progress through
assessment activities such as drills, exercises
and quizzes.
• Students gain a conceptual understanding of the
operations when they can work flexibly with
algorithms, including those of their own
devising, in real contexts and problem-solving
situations.
How can you customize the math
curriculum for every child’s needs?

•Provide opportunities for small group or one-


on-one activities.

•Seek an alternate way to teach a topic. If a


child does not recognize shapes, try making
the shapes in a different medium (such as
shaving cream, paint, chalk, or yarn).
References
• thelearningexchange.ca/wp-content/uploads/2017/01/Number-Sense-and-
Numeration-1-3-Revised.pdf?
fbclid=IwAR11bR9W940C0jQW_qpVbrRIx2Adjg4I0w0el99D6kUHvqMpQvSm12UgYSo
• resourcesforearlylearning.org/educators/module/20/9/35/

You might also like