Veteran Master TeachersMarch 2013

A New Look at New Jersey’s Preschool Mathematics

Standards

Why Revise Our Preschool Math Standards?Align with the Common CoreProvide a coherent mathematical roadmap

PK-12Emphasize how preschool math content

connects with kindergartenProvide more clarity about the math that

preschoolers should be experiencing Give guidance to teachers so they can teach

content more deeplyGive guidance to teachers so they can teach

children more purposefully

Common Core Math in KindergartenPrimary Emphasis:

Counting and CardinalityKnow number names and the count sequenceCount to tell the number of objectsCompare numbers

Operations and Algebraic ThinkingUnderstand addition as putting together and

adding toUnderstand subtraction as taking apart and

taking fromNumber and Operations in Base Ten

Work with numbers 11-19 to gain foundation for place value

Common Core Math in Kindergarten

Secondary Emphasis:Measurement and Data

Describe and compare measurable attributesClassify and count the number of objects in

categories

GeometryIdentify and describe shapesAnalyze, compare, create, and compose

shapes

Core Goals in Kindergarten

Instructional time should focus on:

Representing, relating, and operating on whole numbers, initially with sets of objects

Describing shapes and space

And:

More learning time in kindergarten should be devoted to number than to other topics

Common Core Math Standards for Mathematical Practice

Make sense of problems and persevere in solving them

Reason abstractly and quantitativelyConstruct viable arguments and critique the

reasoning of othersModel with mathematicsUse appropriate tools strategicallyAttend to precisionLook for and make use of structureLook for and express regularity in repeated

reasoning

Translating for Preschool:Thinking About Our Thinking

Problem SolvingReasoningCommunicatingConnectingRepresenting

New Jersey’s Revised Preschool Math Standards

4.1: Children begin to demonstrate an understanding of number and counting.

4.2: Children demonstrate an initial understanding of numerical operations.

4.3: Children begin to conceptualize measurable attributes of objects.

4.4: Children develop spatial and geometric sense.

4.1: Children begin to demonstrate an understanding of number and counting.

4.2: Children demonstrate an initial understanding of numerical operations.

4.3: Children begin to conceptualize measurable attributes of objects.

4.4: Children develop spatial and geometric sense.

Triangles

Form two groups at your tableWork collaboratively with the people in

your group. Use the paper clips to make triangles.

BIG IdeasContent Strand Big Idea

Number and Operations Number names allow us to tell how many are in a set.

Measurement Comparisons can show which is bigger, but they have to be fair.

Geometry Two shapes can be combined to make another shape.

Algebra A single collection of objects can always be sorted in more than one way.

Data Analysis Collecting and organizing data makes it easier to answer questions.

Learning Paths

Applying the Revised Preschool Standards…

Young children are eager, curious and capable of learning mathematics.

Teachers must understand the BIG ideas of math within the Standards

Preschool classrooms must resound with intentional teaching that mathematizes children’s daily experiences.

…means

Teaching deeplySelecting topics/activities with intentionEmbedding the practice standardsMaking use of the learning trajectories

http://www.youtube.com/watch?v=gsDY6qftzQk

Resourceshttp://www.naeyc.org/positionstatements/m

athematicsNAEYC/NCTM position statement on Early Childhood Mathematics: Promoting Good Beginnings

Teaching and Learning Math: The Learning Trajectories Approach by Douglas H. Clements and Julie A. Sarama

http://www.youtube.com/watch?v=wV85P07K1mU

The Building Blocks of Math: Lessons from Research, featuring Dr. Doug Clements