Every Child Ready for Math: Test

Who published the Pre-K Focal Points document mentioned in the introduction of the course?

What are the 3 main focal points in early mathematics instruction according to the Pre-K Focal Points document mentioned in the introduction of the course?

All children who can verbally count also have one-to-one correspondence.

What is subitizing?

When doing comparing activities with children, avoid using the words “less” and “equal” with young children because it can be confusing. Focus on the word “more” instead.

In the video “Comparing” the teacher uses ice cream scoops to tell a math story. Which skill was the most difficult for the children:

Which teaching tips did the teacher use while telling math stories to make learning more effective and engaging (select all that apply):

Story mat activities can be used to reinforce:

In the second video “Story Mats” the little girl tells a math story and demonstrates she:

What are 3 main concepts you learned in the Number and Operations section?

What did the number and operations section of the course confirm for you?

How will the information from the numbers and operations section impact your teaching practices? Please be specific. If you are not currently working in a preschool classroom, please tell us how you would use this information if you were working in a preschool classroom.

Pretend you are working in a preschool. You and your students are studying insects. You are going to tell some math stories with your children using a green piece of paper with a flower drawn on it as your mat, and plastic bumblebees. Continue the math story that is started for you. Be sure to include opportunities for children to practice:

· One-to-one correspondence

· Joining concepts

· Separating concepts

· Comparing concepts (including more, less and equal)

Think about the sequence of skills as you plan your math story.

“One sunny day, 3 bumblebees flew to a flower. Let’s count the bees. 1, 2, 3.” Continue the story…

In the above story, How did you help the children practice one-to-one correspondence?

In the above story, what joining question(s) did you ask?

Examine your math story. Using the Ten Teaching Tips for Working with Four and Five Year Olds handout at the beginning of the Activities section, choose two teaching tips and tell how you will use them during your math story activity to make the lesson more engaging for the children.

What are the 3 main focal points in early mathematics instruction according to the Pre-K Focal Points document mentioned in the introduction of the course?

Why is a “keeping track strategy” helpful for children?

When doing comparing activities with children, avoid using the words “less” and “equal” with young children because it can be confusing. Focus on the word “more” instead.

Which teaching tips did the teacher use while telling math stories to make learning more effective and engaging (select all that apply):

In the second video “Story Mats” the little girl tells a math story and demonstrates she:

What did the number and operations section of the course confirm for you?

Pretend you are working in a preschool. You and your students are studying insects. You are going to tell some math stories with your children using a green piece of paper with a flower drawn on it as your mat, and plastic bumblebees. Continue the math story that is started for you. Be sure to include opportunities for children to practice:

· One-to-one correspondence

· Joining concepts

· Separating concepts

· Comparing concepts (including more, less and equal)

Think about the sequence of skills as you plan your math story.

“One sunny day, 3 bumblebees flew to a flower. Let’s count the bees. 1, 2, 3.” Continue the story…

In the above story, what joining question(s) did you ask?

In the above story, what comparing question(s) did you ask?