Florida Early Learning and Developmental Standards (FELDS) Math Skills 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
What Does Research Say about Child Development and Math? 4-yr olds are able to understand subtraction (making a set have Most 3- yr olds have difficulty comparing “which fewer) before they understand set has more”. They think that a set that has addition. objects spread out has “more” than if objects are It’s easier to visually close together. understand that i tems are “taken away” Sets with “larger” or more “spread out” items might and that there are now “fewer.” be be interpreted as “more”. Children cannot develop ideas about Math is best learned through manipulation shapes from only looking, they must of objects instead of by rote. manipulate shapes in a variety of ways. Children can think of what “how many” objects look like up to 5 without having the objects in view. Visualization and spatial reasoning are improved with use of computer animations.
What Does Research Say about Math Instruction in Preschool? Language and vocabulary are important factors in math. Natural conversations about math concepts are vital for helping children remember and Operation words: Comparison words: “ extend their thinking about math. Combine More Less Equal “ Separate Math Conversation Longer Longest Pattern “Jacob is first today and Susan is second.” Shorter Shortest Measure “Help me clean up, put the matching ones here.” Heavier Heaviest Graph “Wow, your tower is the tallest one.” Compare “This pizza looks like a big circle.” Sort “First we have to measure the water.” Children learn and understand math concepts Comparison studies show that children who are taught better when they learn through the use of math using a “playful approach” are more successful. familiar everyday objects.
Setting up the Classroom to Enhance Math Experiences Take Note: • Refresh your memory of the standards Math is everywhere! (FELDS). Know what you’re teaching. Math experiences should not be • Use “Intentional Teaching” – Think of limited to the Math Center. Maximize ways to include math concepts materials in the environment to embed throughout the day. math skills. Make the most of teacher • Math opportunities opportunities to model and use “math • conversation.” Daily routines • Center play • Small group activities Example: Play center Math Conversation • Circle/meeting times “Do we have enough clothes to dress all four dolls?” • Snack time “Will we have any clothes left over?” • Playground “Do we have enough hats for the dolls?” • Nature walks “We need one more hat. Let’s look • Music and Movement i nside the cabinet for another hat.” • Story/Literacy time
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 Type of patterns? (size, shape) time. The conversation should be How many? embedded in an enthusiastic and playful manner. How many friends can More? Fewer? you serve? Taking some away? Does each one have What shapes? Adding some on? spoon, fork, knife? How many different shapes? Counting and numerals Can you make a Which are the same? 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: Counting sets Benchmark: Sorting by attribute Benchmark: Constructing sets by counting Benchmark: Identifying shapes 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 Ideas for Class-made Math Books 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 Children enjoy and learn from class-made books that discussed during literacy group and contain photos of familiar places and people. Children added to the class library for the especially enjoy books with their own photos. children to enjoy. Helpful Resources for Math-related Books The Best Children’s Books Examples of types of books to include in http://www.the-best-childrens-books.org / • Lists of books organized by category of concepts play centers: • 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
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