California Learning Foundations and Curriculum Framework Presents Number

California Preschool Instructional Network © 2018 California Department of Education 2

3 Outcomes • Participants will become aware of key concepts to be developed in the Number Sense strand of the Preschool Learning Foundations (PLF). • Participants will become aware of key strategies in the Preschool Curriculum Framework (PCF) regarding Number Sense development. © 2018 California Department of Education

4 Who is here today? Present Absent © 2018 California Department of Education

5 Early Learning Development System © 2013 California Department of Education (CDE) with the

6 Two California Department of Education Resources © 2018 California Department of Education

7 Domain Organization © 2018 California Department of Education

Common Core NCTM Alignment California Learning Foundations Number Sense Common Core Standards • Understanding Number Quantity • Understanding Number Relationships and Operations © 2018 California Department of Education NCTM Focal Points for Prekindergarten 8

9 Hearing from the Experts Dr. Clements says… “Children possess and build mathematical competencies from their first year and keep on learning mathematical ideas throughout their preschool years” (Clements, D. H. & Sarama, J. “Creative Pathways to Math, ” Scholastic Early Childhood Today Journal, 2003). © 2018 California Department of Education

10 NRC Report on Early Math • Enter school with far less knowledge gap…progressi vely. Widen throughout their Pre. K-12 years”. • It is an opportunity gap only! © 2018 California Department of Education

Intuitive Sense 11 “Children enter preschool with an intuitive understanding of number and operations and with a natural curiosity and eagerness to learn about numbers” (PCF, Vol. 1, p. 241). © 2018 California. Department ofof Education © 2018 California Education

Foundations At 48 and 60 months After 1 st or 2 nd year of preschool With appropriate support High-quality program 12& Family Studies, © 2013 California Department of Education (CDE) with the West. Ed Center for Child © 2018 California Preschool Instructional Network (CPIN). 05/2013 Department of Education

13 Map of the Foundations © 2018 California Department of Education

Curriculum Framework • Guiding Principles • Research Highlights • Routines, environments, and materials •

15 Guiding Principle “Support English learners in developing mathematical knowledge as they concurrently acquire

Guiding Principle 16 “Build on preschool children’s natural interest in mathematics and their intuitive and informal mathematical knowledge” (PCF, Vol. 1, p. 234). © 2018 California Department of Education

17 Mathematic Domain Framework Strategies • Developmentally appropriate • Reflective and intentional • Individually and culturally meaningful • Inclusive California Department of Education © 2018 California Department of © 2018 Education

“Individualization of learning includes all children” (PCF, Vol. 1, p. 5). “Recognizing that children follow different pathways to learning, this framework incorporates a concept known as universal design for learning” (PCF, Vol. 1, p. 13) © 2018 California Department of Education 18

19 Universal Design for Learning • Multiple means of representation • Multiple means of

20 Research Highlight Read the Research Highlight on page 251 Discussion Points • What strategies have you seen children use to solve arithmetic? • Of those strategies, what types of representation are used? © 2013 California Department of Education

21 For example… © 2018 California Department of Education

22 Glossary Term: The act of subitizing supports the development of counting, adding, and

Engaging Young Children in Mathematics Clements, D. H. , Engaging Young Children In Mathematics,

25 How many dots do you see? That’s Subitizing! © 2018 California Department of

26 Can perceive group without counting Can use pattern of group To determine the number (e. g. , domino pattern) Can make small collection Can name small collection Learning Trajectory for Subitizing © 2018 California Department of Education

27 Subitizing Games © 2018 California Department of Education

28 Teacher Role Teachers have an extremely important role in supporting children’s understanding of number relationhips and operations. © 2018 California. Department ofof Education © 2018 California Education

29 Observe Children Counting “Observe children’s spontaneous counting and note their developmental level” (PCF,

Developmental Counting Sequence “As teachers observe the children throughout the day, they are likely to encounter a great deal of spontaneous counting and reasoning about numbers” (PCF, Vol. 1, p. 242). © 2018 California Department of Education 30

31 Interaction and Strategies: Graphing with Children Encourage preschool children to collect data, tally

32 Let’s Play © 2018 California Department of Education

Exposure to Preschool Mathematics Dr can increase language ability; and has lasting effects into Kindergarten 33 Clements Dr. Clements, Society for Research and Development, 2013 © 2018 California. Department ofof Education © 2018 California Education

34 Interaction Strategy Introduce preschool children to the concepts of addition and subtraction through literature, songs, and games. PCF, Vol. 1, p. 255 © 2018 California. Department ofof Education © 2018 California Education

35 Pair Share Your Knowledge • What are your favorite books to enhance Number

36 Books and Number Sense Play © 2018 California Department of Education

What might be an appropriate use of technology to enhance this activity? “Counting books elicits spontaneous counting” (PCF, Vol. 1, p. 244). © 2018 California. Department ofof Education © 2018 California Education 37

What are you going to hang on to from today? • What was very new to you? • What was really interesting? • What can’t you wait to try? • What are you still curious about? © 2018 California Department of Education