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Teaching Number in the Classroom with 4-8 year olds
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Teaching Number in the Classroom with 4-8 year olds

First Edition


January 2006 | 224 pages | SAGE Publications Ltd
`At last a book is written by teachers for teachers based on sound research that will generate enquiry based learning. It is essential for every classroom with lots of mathematical activities. These will purposefully engage children and allow for differentiation for those who require additional support to understand the number system and the more able children who require to be challenged. Mathematical standards in our schools will improve tremendously following these instructional activities' - Carole Cannon, Development Officer for Mathematics Recovery

'This book 'Teaching Number in the Classroom with 4-8 year olds' is an absolute "must have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O'Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick, Ireland.

'The authors prove it is possible to write a teacher friendly/teacher useful mathematics book that connects theory and practice. This book may become the primary teacher's "Math Bible"' - Angela Giglio Andrews, Primary Intervention Specialist and Coordinator, and Assistant Professor of Mathematics Education, National Louis University

'Teaching Number in the Classroom translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician.

For too many years there has been the perception that children who are struggling with mathematics don't know the basic facts. The reality is that these children lack number knowledge and skills. Teaching Number in the Classroom will guide the educational professional through the steps of understanding the development of "number sense", identifying the current levels of knowledge and providing instruction that helps children use the "framework of mathematics" to solve number problems.

Teaching Number in the Classroom is a thinking skills approach to mathematics. Children are taught a variety of strategies for solving mathematical problems. The teacher using this book will be able to help all children develop a strong foundation of mathematical understanding' - Carol Meland, K-3rd Grade Principal for the School District of Milton Wisconsin, USA

Teaching Number in the Classroom with 4-8 year olds is an absolute "must-have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O'Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick

Following the success of their previous bestselling titles, Early Numeracy and Teaching Number, the authors of this brand-new text now bring the principles and practice of their acclaimed Mathematics Recovery Programme to whole-class teaching. Central to the book is the concept of an inquiry-based approach to classroom instruction, and topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division.

As world leaders in the field of Mathematics Recovery, this book's authors have drawn on their vast experience to create a user-friendly, practical guide focusing on classroom teaching. With its step-by-step approach, the text can be used as a training manual and course reference by teachers everywhere. Key features which make the book such a valuable tool include:

- Real-life examples from classroom work

- Teaching activities

- Assessment tasks

- Guidance on classroom organization and teaching specific topics

- Activities for parents to do with children

An invaluable resource for experienced mathematics recovery teachers, as well as all primary classroom teachers, from kindergarten level to Year three, this text will also be of use to classroom assistants and learning support personnel. Primary mathematics advisors, numeracy consultants and educational psychologists will also find it helpful.

 
PART I
 
Approaching, Organizing and Designing Instruction
 
General Introduction to Part II
 
PART II
 
Number Words and Numerals
 
Assessment Task Groups
Forward Number Word Sequences  
Number Word After  
Backward Number Word Sequences  
Number Word Before  
Numeral Identification  
Numeral Recognition  
Sequencing Numerals  
Ordering Numerals  
Locating Numbers in the Range 1 To 100  
 
Instructional Activities
Count Around  
Numbers on the Line  
Stand In Line  
Secret Numbers  
Can You See Me?  
Make and Break Numbers  
The Joke Is On You  
Counting Choir  
Take Your Place  
What Comes Next?  
 
Early Counting and Addition
 
Assessment Task Groups
Comparing Small Collections  
Increase and Decrease in the Range 1 To 6  
Establishing the Numerosity of a Collection  
Establishing a Collection of Specified Numerosity  
Establishing the Numerosity of Two Collections  
Additive Tasks Involving Two Screened Collections  
Counting and Copying Temporal Sequences and Temporal Patterns  
 
Instructional Activities
Domino Addition  
Addition Dice  
Counters in a Row  
On the Mat  
Where Do I Go?  
Toy Box  
Teddy Bear Walk  
Chains  
Give Me Five  
Pass It On  
 
Structuring Numbers 1 To 10
 
Assessment Task Groups
Making Finger Patterns for Numbers in the Range 1 To 5  
Making Finger Patterns for Numbers in the Range 6 To 10  
Naming and Visualizing Domino Patterns 1 To 6  
Naming And Visualizing Pair-Wise Patterns On a Ten-Frame  
Naming And Visualizing Five-Wise Patterns On a Ten-Frame  
Partitions of 5 and 10  
Addition and Subtraction in the Range 1 to 10  
 
Instructional Activities
Bunny Ears  
The Great Race  
Quick Dots  
Make Five Concentration  
Five and Ten Frame Flashes  
Memory Game  
Domino Flashes  
Domino Fish  
Domino Snap  
Make Ten Fish  
 
Advanced Counting, Addition and Subtraction
Assessment Task Groups  
Additive Tasks Involving Two Screened Collections  
Missing Addend Task Involving Two Screened Collections  
Removed Items Task Involving a Screened Collection  
Missing Subtrahend Task Involving a Screened Collection  
Comparative Subtraction Involving Two Screened Collections  
Subtraction with Bare Numbers  
 
Instructional Activities
Calculator Counting  
Class Count On and Count-Back  
One Hundred Square Activities  
Activities on A Bead Bar or Bead String  
Bucket Count-On  
Bucket Count-Back  
Number Line Count-On  
Numeral Track Activities  
Under the Cloth  
 
Structuring Numbers 1 To 20
 
Assessment Task Groups
Naming and Visualizing Pair-Wise Patterns For 1 To 10  
Naming and Visualizing Five-Wise Patterns for 1-10  
Naming and Visualizing Pair-Wise Patterns For 11 To 20  
Naming and Visualizing Five-Wise and Ten-Wise Patterns For 11 To 14  
Naming and Visualizing Ten-Wise Patterns For 15 To 20  
Addition Using Doubles, Fives and Tens - Addends Less Than 11  
Subtraction Using Doubles, Fives and Tens - Subtrahend and Difference Less Than 11  
Addition Using Doubles, Fives and Tens - One Addend Greater Than 10  
Subtraction Using Doubles, Fives and Tens - Subtrahend or Difference Greater Than 10  
 
Instructional Activities
Double Decker Bus Flashes  
Getting On and Off the Bus  
Bus Snap  
Make Combinations to Twenty Fish  
Using Ten Plus Combinations  
Five and Ten Game  
Chocolate Boxes  
Double Ten Frame Facts  
Bead Board  
 
Two-Digit Addition and Subtraction: Jump Strategies
 
Assessment Task Groups
Forward and Backward Number Word Sequences by 10s, On and Off the Decade  
Adding From a Decade and Subtracting To a Decade  
Adding To a Decade and Subtracting From a Decade  
Incrementing and Decrementing by 10s on and Off the Decade  
Incrementing Flexibly By10s and Ones  
Adding 10s to a 2-Digit Number and Subtracting 10s from a 2-Digit Number  
Adding Two 2-Digit Numbers Without and With Regrouping  
Subtraction Involving Two 2-Digit Numbers Without and With Regrouping  
Addition and Subtraction Using Transforming, Compensating and Other Strategies  
 
Instructional Activities
Leap Frog  
Bead String with Ten Catcher  
Add or Subtract 11  
Add To or Subtract From 49  
Calculator Challenge  
Jump To 100  
Jump From 100  
Target Number  
Walk-About Sequences  
Non Standard Measurement Plan  
 
Two-Digit Addition and Subtraction: Split Strategies
 
Assessment Task Groups
Higher Decade Addition and Subtraction Without and With Bridging the Decade  
Partitioning and Combining Involving2-Digit Numbers  
Combining and Partitioning Involving Non-Canonical Forms  
Addition Involving Two 2-Digit Numbers Without and With Regrouping  
Subtraction Involving Two 2-Digit Numbers Without and With Regrouping  
 
Instructional Activities
Follow the Pattern  
Ten More or Ten Less  
Counting By Tens  
Add or Subtract Tens  
Adding Tens and Ones Using Money  
Screened Subtraction Task  
Split the Subtrahend (Multiples of 10)  
 
Early Multiplication and Division
 
Assessment Task Groups
Counting By 2s, 5s, 10s And 3s  
Repeated Equal Groups -Visible  
Repeated Equal Groups -Items Screened and Groups Visible  
Repeated Equal Groups -Groups Screened and Items Screened  
Multiplication and Division Using Arrays  
Word Problems  
Relational Thinking Using Bare Number Problems  
 
Instructional Activities
Count around - Multiples  
Trios for Multiples  
Quick Draw Multiples  
Rolling Groups  
Lemonade Stand  
Array Flip  
Duelling Arrays  
Mini Melton  
Four's A Winner  
I Have… Who Has…?  
 
PART III
 
The Teacher as a Learner
Glossary  

'Teaching Number in the Classroom successfully fuses thinking, learning and assessment together in pragmatic and extremely helpful ways. Written by internationally recognised leaders in the field of maths recovery (see www.mathrecovery.com) this book is an outstanding resource that will fill you with a range of ideas and insights into how you can make a lasting impact on children’s maths progress' - Times Educational Supplement

'This book ‘Teaching Number in the Classroom with 4-8 year olds’ is an absolute "must-have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O’Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick, Ireland.

'The authors prove it is possible to write a teacher friendly/teacher useful mathematics book that connects theory and practice. This book may become the primary teacher's "Math Bible"' - Angela Giglio Andrews, Primary Intervention Specialist and Coordinator, and Assistant Professor of Mathematics Education, National Louis University.

'At last a book is written by teachers for teachers based on sound research that will generate enquiry based learning. It is essential for every classroom with lots of mathematical activities. These will purposefully engage children and allow for differentiation for those who require additional support to understand the number system and the more able children who require to be challenged. Mathematical standards in our schools will improve tremendously following these instructional activities' - Carole Cannon, Development Officer for Mathematics Recovery

'Teaching Number in the Classroom translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician.

For too many years there has been the perception that children who are struggling with mathematics don't know the basic facts. The reality is that these children lack number knowledge and skills. Teaching Number in the Classroom will guide the educational professional through the steps of understanding the development of "number sense", identifying the current levels of knowledge and providing instruction that helps children use the "framework of mathematics" to solve number problems.

Teaching Number in the Classroom is a thinking skills approach to mathematics. Children are taught a variety of strategies for solving mathematical problems. The teacher using this book will be able to help all children develop a strong foundation of mathematical understanding' - Carol Meland, K-3rd Grade Principal for the School District of Milton Wisconsin, USA

Sample Materials & Chapters

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Robert J Wright

Dr Robert J. (Bob) Wright holds Bachelor’s and Master’s degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an internationally recognized leader in assessment and instruction relating to children’s early arithmetical knowledge and strategies, publishing four books, and many articles and papers in this field. His work over the last 20 years has included the development of the Mathematics Recovery Program which focuses on providing... More About Author

Garry Stanger

Garry Stanger has had a wide-ranging involvement in primary, secondary and tertiary education in Australia. He has held positions of Head Teacher, Deputy Principal and Principal, and has been a Mathematics Consultant with the New South Wales Department of Education. He has also taught in schools in the USA. He has worked with Robert Wright on the Mathematics Recovery project since its inception in 1992 and has been involved in the development of the Count Me In Too early numeracy project. His last project before finally retiring was working with Jenny Bednall, Head of Junior School, Trinity South and the thirty teachers at the Trinity... More About Author

Ann K Stafford

James Martland

Jim Martland is a member of the International Board of Mathematics Recovery and Founder of the Mathematics Recovery Council (UK and Ireland). He was a Senior Fellow in the Department of Education at the University of Liverpool. In his long career in education he has held headships in primary and middle schools and was Director of Primary Initial Teacher Training. In all the posts he continued to teach and pursue research in primary mathematics. His current work is with local education authorities in the UK and Canada, delivering professional development courses on assessing children’s difficulties in numeracy and designing and evaluating... More About Author

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