PSMA1: Anticipates, elicits, and corrects typical misconceptions in mathematical reasoning
Evidence 1: Everyday Mathematics
Bell, J. (2004). Everyday mathematics ([2nd ed.). Columbus, OH: SRA/McGraw-Hill.
Description: Everyday Mathematics is a comprehensive Pre-K through Grade 6 mathematics program engineered for the Common Core State Standards.Developed by The University of Chicago, School Mathematics Project, Everyday Mathematics helps your students achieve true mastery of the CCSS by continually reinforcing math concepts through concrete real-world applications and reinforces math concepts across carefully constructed learning progressions.
Analysis: Many activities within this book involve using various areas of the classroom. A teacher must be cognizant of the various learning styles that are most effective for each student and attempt to build multi-sensory techniques and approaches into various parts of the classroom. When we are learning about one-to-one correspondence, for instance, we will play a game from this resource titled "The Dice Movement Game". Children will choose a card from a deck with various body movements. They will then roll a large die. Each child will do the body movement the amount of times indicated on the die. While playing this game, I am aware that children generally move their bodies faster than they count, so I remind them to go slowly.
Evidence 2: More Than Counting
Hieronymus, Brenda and Sally Moomaw (1995). More Than Counting: Math Activities for Young Thinkers. St. Paul, Minnesota:Redleaf Press.
Description: This book provides direction for a math curriculum and instructions for improving the math experiences of young children. There are many games and activities that promote facilitating children's construction of mathematical knowledge.
Analysis: This resource contains many activities that provide students with opportunities to practice counting and one-to-one correspondence. Many of the activities revolve around popular songs that we sing during morning meeting; including "Five LIttle Monkeys Jumping on the Bed", "Five Little Ducks", "Ten in the Bed" and "Five Green and Speckled Frogs". As children sing these songs, I introduce subtraction and provide students with the opportunity to begin creating mathematical equations. As children progress from beginning to end of year, they become able to produce the answer to these equations without counting fingers or manipulatives.
Evidence 3: "The Doorbell Rang" Lesson Plan
Description: I use this lesson during one of our math centers to introduce various math concepts.
Analysis: Developing number sense is a large part of of our math curriculum in preschool. Children are beginning to understand the relationship between number symbols and quantities. As children do this, they are building fluency in counting, recognizing, representing, naming and ordering numbers of objects from one to ten. This activity helps children to learn the names of numbers, and that each number is is a separate entity in itself, which helps them learn the sequence of one to ten and to make the association between spoken number and quantity. After an understanding of quantity is attained, number symbols are taught. The final step in work with numbers from one to ten is associating the symbol and the quantity.
