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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


224 pages | SAGE Publications Ltd

'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.'

Carol Meland
K-3rd grade Principal for the School District of Milton
Wisconsin, USA

'This book 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.'

Noreen O'Loughlin
Associate Vice-President/Lecturer in Maths Education
Mary Immaculate College, University of Limerick, Ireland

Following the success of Early Numeracy and Teaching Number, the authors 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. Topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division.

Features include:
- assessment tasks
- teaching activities
- real-life examples from classroom work
- guidance on classroom organization and teaching specific topics
- an accompanying CD with printable activities for classroom use.

This book is an invaluable resource for all primary classroom teachers, including experienced Mathematics Recovery teachers. It will be helpful for classroom assistants and learning support personnel, primary mathematics advisors, numeracy consultants and educational psychologists. It will also appeal to teacher educators and researchers with interests in mathematics in the primary years.

Robert J. Wright is Professor in Mathematics Education at Southern Cross University, Australia.

Garry Stanger teaches Masters courses in early numeracy at Southern Cross University, Australia.

Ann K. Stafford is a leader in the implementation of Math Recovery in the United States.

James Martland is a Senior Fellow in the Department of Education, University of Liverpool and Director of the Mathematics Recovery program (UK) Ltd.

 
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

Preview this book

Sample Materials & Chapters

Wright


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 six books, and many articles and papers in this field. His work over the last 25 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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