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Early Talk Moves - based on the Work of Roberta Hunter

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From this weblink https://study.sagepub.com/sites/default/files/Modules%20Fillable.pdf

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emma.holmes45@gmail.com

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Areas you may want to dive into (level 1 is the age group you are working with):
-Rich Learning Activities;
-Other Resources (Picture Books and Number Fact Games)
-Early Childhood education (Don't forget to take a look at Rhymes and Songs in this area)

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The Ministry is migrating nzmaths content to Tāhurangi. Relevant and up-to-date teaching resources are being moved to Tāhūrangi (tahurangi.education.govt.nz). When all identified resources have been successfully moved, this website will close. We expect this to be in June 2024. e-ako maths, e-ako Pāngarau, and e-ako PLD 360 will continue to be available.

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Lots of videos, deep inquiry focused tasks and joyful engagements about how to create a positive image of mathematicians

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Choose your own maths adventure with our interactive tools that allow you to build a custom playlist of inspirational activities!

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From ECC to Grade 2 provocations and learning opportunities

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Lincoln CS: Simplify to Amplify in the PYP

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What are your thoughts?

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Children learn better through play, according to a new study (Photo by ... [+]
getty

Children learn more through 'guided play' than from teacher-led instruction, according to a new study by experts at Cambridge University.

A play-focused approach to learning, where children are allowed to explore at their own pace, was found to be just as effective as traditional teacher-led methods in teaching literacy, numeracy and thinking skill.

And when it came to some maths skills, guided play was actually more effective than other approaches, at least up to the age of eight.

The research examined data from a number of studies that had looked at the effectiveness of guided play, where an adult steers activities but allows children the freedom to explore in their own way.

This may involve imagination-based games or incorporating skills such as counting into play.

While these approaches are common in pre-school education, they are less widely used in schools.

"It's only recently that researchers have started to conceptualise learning through play as something that exists on a spectrum," said Dr Elizabeth Byrne, of the Faculty of Education at Cambridge and a co-author of the study, published in the journal Child Development.

"At one end you have free play, where children decide what to do with minimal adult involvement; at the other is traditional, direct instruction, where an adult tells a child what to do and controls the learning activity.

"Guided play falls somewhere in between. It describes playful activities which are scaffolded around a learning goal, but allow children to try things out for themselves. If children are given the freedom to explore, but with some gentle guidance, it can be very good for their education - perhaps in some cases better than direct instruction."

Researchers looked at 39 studies that documented the impact of guided play on children aged three to eight.

The results were then combined with studies looking at the effect of other approaches, including traditional teacher-led direct instruction.

Guided play was found to be at least as effective as direct instruction in all of the learning outcomes measured but was particularly effective in some areas of numeracy, where it produced a greater positive impact than direct instruction.

Children developed a significantly better knowledge of shapes, for example, through guided play than through direct instruction.

"The argument is sometimes made that play, while beneficial, adds little to children's education," said Paul Ramchandani, Professor of Play in Education, Development and Learning at the University of Cambridge.

"In fact, although there are still some big questions about how we should use guided play in classrooms, there is promising evidence that it actively enhances learning and development."

One explanation for the positive impact of guided play on numeracy skills is that the gentle prompting that it involves helps children work through the logical steps involved in maths.

Another possibility is that hands-on learning makes it easier for children to grasp some of the concepts involved in maths.

"Children often struggle with mathematical concepts because they are abstract," added Byrne.

"They become easier to understand if you are actually using them in an imaginary game or playful context. One reason play matters may be because it supports mental visualisation."

Guided play may also enhance characteristics that help shape educational progress, such as motivation, persistence, creativity and confidence.

"It's likely that playful activities have the sort of positive impact we saw in our analysis partly because they are acting on other skills and processes which underpin learning," said Dr Christine O'Farrelly, a senior research associate at the Faculty of Education and co-author of the study.

"If we can understand more about how guided play shapes learning in this way, we will be able to identify more precisely how it could be used to make a really meaningful difference in schools."

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Children Learn More Through Play Than From Teacher-Led Instruction

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Children learn more through 'guided play' than from teacher-led instruction, according to a new study by experts at Cambridge University. A play-focused approach to learning, where children are allowed to explore at their own pace, was found to be just as effective as traditional teacher-led methods in teaching literacy, numeracy and thinking skill.

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Create a login and explore...the setup of this website can take a little while to access what you need but there is some great content.

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Erikson Institute Early Math Collaborative

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Book

Our new book extends professional knowledge for mathematics teaching to educators who work with the very youngest learners. How do babies and toddlers understand the precursors of math?

Learn more

The Erikson Institute Early Math Collaborative is transforming the understanding, teaching and learning of early mathematics from the ground up.

Online Learning

Professional development modules

Our self-guided modules provide materials, strategies, and expert guidance for working with adult learners to explore foundational mathematics. Whether you are working with childcare providers, in-service teachers, or pre-service teachers, modules give you what you need to support professional learning in your local context.

Start a module

Children love to count. Counting helps them make sense of the world and to find out how many of something. With time and practice, children develop an understanding of the "rules" or principles of counting.

From an early age, children notice and appreciate patterns in the world around them. Patterns and sequences of different kinds begin to pop up all over the place, especially in the books that children love.

Teachers in four schools recently experimented with a "problem stem" protocol for helping their children understand the math going on in the word problems they face in class. This was part of our Big Shoulders...

In May of 2023, a diverse group of six kindergarten teachers from across the United States were selected from a national pool of talented and committed kindergarten teachers to participate in the RJEM Teaching Fellowship....

From a racial justice centered perspective, books can be powerful tools to engage children in mathematics learning. The worlds, stories, adventures, characters, and possibilities that are made available through books - explicitly math focused and...

RJEM at Work highlights the everyday efforts of caregivers, community organizations, teachers, researchers, and educational institutions to promote racial justice in the mathematical experiences of children. For the RJEM Local Planning Committee, there are multiple...

Get more when you join. More resources and more ways to connect. Save your favorites so that more is at your fingertips.

Best of all, it's free. Sign-up today.

Early math is big.

Learn why we are so passionate about giving every child a strong foundation in math.

Funding for this initiative is generously provided by:

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Early Math Collaborative at Erikson Institute

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The Early Math Collaborative works to improve math instruction for young children in three ways: professional development, research, dissemination.

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websites for printable math games... hard to order some games here in ghana and more morning routine suggestions for numbers 50-120

got literature for math- so great!

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Gots: independent or teacher guided provocations in the classroom throughout the week. Being mindful of integrating math throughout the day.
Wants: looking fwd to exploring the resources!

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Literature to support math! Yay!
Inquiry can be done in many different ways throughout the math lesson or activities.  It can also allow students ownership.

It was nice to see we are on the right track with things we already do and new ideas to connect and add on!

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Using stories and songs to support math concepts!

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Question of the day

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Math board games for kinder to 7th grades, math board games ideas, math board games projects, this page features links to math board games for children in kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th and 7th grades. Featuring game boards are: The priate board game, crocodile board game, vulture board game, rally board game, space alien board game, zombie board game, missing sheep board game, the jungle board game, frog survival board game and the dragon fire board game. These games are in pdf printable formats. Each board can be laminated, elarged and made more durable. These board games can be used for teaching children math while at home and in school. It can be played as a group game or by two students taking turns. Download board games by topic below. All our board games below are free.

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math board games for kinder to 7th grades

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Math board games for kinder to 7th grades

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Math board games for kinder to 7th grades, math board games ideas, math board games projects, this page features links to math board games for children in kindergarten, 1st, 2nd, 3rd, 4th, 5th, 6th and 7th grades.

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Playing games provides good opportunities for children to learn about logic and strategies. For example playing cards and board games are good ways to encourage and develop children's numeracy ability. Playing, listening, watching and talking about games and activities helps develop, reinforce, and consolidate children's mathematical understandings.

The following list consists of games and activities that can be used for the community sessions or for children and parents to play at home. A description of each game and how to play it is available by clicking on the links below.

As you read through an activity or game, think about how it could be made easier or harder to suit the needs of the children. A simple activity can be made harder by changing a few numbers. The bubble jigsaw puzzles are good examples because children and parents can make simple addition puzzles or puzzles using fractions, decimals, and percentages.

Teachers will probably be familiar with most of the games suggested below. You could help families set up a family mathematics kit at home by providing mathematics activities and games that they could take home and keep.

More games to support numeracy at home can be found in the "Families" section of the nzmaths website.
For counting, place value, addition, and subtraction
Other suitable games and activities on the nzmaths website:

Rocket (Numeracy Project Book 4, page 15)

Missing Number Bingo

Squeeze (Numeracy Project Book 4, page 15)

Traffic Lights (Numeracy Project Book 4, page 25)

Target 15, 287

For multiplication and division
Other suitable games on the nzmaths website:
For fractions and ratios
Other suitable games on the nzmaths website:

Download a PDF of this section (95 KB)

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Section 5: Games and Activities that Reinforce and Consolidate Numeracy

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Playing games provides good opportunities for children to learn about logic and strategies. For example playing cards and board games are good ways to encourage and develop children's numeracy ability. Playing, listening, watching and talking about games and activities helps develop, reinforce, and consolidate children's mathematical understandings.

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Can be used for both morning meeting and/or warm ups

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Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

This post includes 50 (fifty!) free, downloadable PowerPoint math lessons!

Watch the video, download some (or all) of the lessons, and experience what happens when you unleash this resource in your classroom!

I've been excited to click the Publish button on this post for several weeks! It's time!
UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.

Splat Through 10
How many dots are under the Splat?

Splat Through 20
How many dots are under the Splat?

Multiple Splats
(Note: Splats that are the same color must cover the same number.)
Splat 3.1 - multiple splats Splat 3.2 - multiple splats Splat 3.3 - multiple splats Splat 3.4 - multiple splats Splat 3.5 - multiple splats
Instant Multiple Splat
(Note: An additional feature of this level is the opportunity to ask, "What could the total be?")

Splat 4.1 - Instant Multiple Splats Splat 4.2 - Instant Multiple Splats Splat 4.3 - Instant Multiple Splats Splat 4.4 - Instant Multiple Splats Splat 4.5 - Instant Multiple Splats
2-Color Splat
(Splats of different colors must have different values.)

Splat 5.1 2-color Splat Splat 5.2 2-color Splat Splat 5.3 2-color Splat Splat 5.4 2-color Splat Splat 5.5 2-color Splat Splat 6.2 Instant 2-color Splat Splat 6.3 Instant 2-color Splat Splat 6.4 Instant 2-color Splat Splat 6.5 Instant 2-color Splat
Instant 2-Variable Splat
(Splats of different colors must have different values. Splats of the same color must have the same value.)
Splat 7.1 Instant 2-variable Splat Splat 7.2 Instant 2-variable Splat Splat 7.3 Instant 2-variable Splat Splat 7.4 Instant 2-variable Splat Splat 7.5 Instant 2-variable Splat
Number Splat
(Note: Only the numbers circled on the screen may be used.)
Splat 8.1 - Number Splat Splat 8.2 - Number Splat Splat 8.3 - Number Splat Splat 8.4 - Number Splat Splat 8.5 - Number Splat Splat 9.1 - Instant Number Splat Splat 9.2 - Instant Number Splat Splat 9.3 - Instant Number Splat Splat 9.4 - Instant Number Splat Splat 9.5 - Instant Number Splat
Instant Number Splat with 2 Variables
(Note: Only the numbers circled on the screen may be used, and Splats of different colors must have different values.)
Splat 10.1 - Instant 2-Variable Number Splat Splat 10.2 - Instant 2-Variable Number Splat Splat 10.3 - Instant 2-Variable Number Splat Splat 10.4 - Instant 2-Variable Number Splat Splat 10.5 - Instant 2-Variable Number Splat
NOTE: I wrote each of these lessons using PowerPoint, so I recommend playing them in PowerPoint. If you do not have PowerPoint, you may want to download the PowerPoint viewer so that you can play the lessons.

UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
Other Posts and Resources Which May Be of Interest Tiled Area Questions The Maze Hundreds Chart
Introducing Cube Connectors
Provide Massive Space to Notice
Primary Tile Questions
3 Powerful Tile Strategies (and 40 new downloadable pages)
Please take a moment to subscribe to the blog so you'll be notified each time new resources are posted!

I would treasure hearing about your experiences using Splat! to promote number sense in your classroom!

All my best,
Steve

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Splat! - Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

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I would like more explicit strategies for word problems. I always find this the hardest to breakdown for students who have have a hard time processing these problems

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Example of Rubrics used alongside Assessment task

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Example of Rubrics used alongside Assessment task

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Example of Parent Communication regarding a formative assessment

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Example of Parent Communication regarding a formative assessment

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Explaination of comparison assessment task for parents

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I would explore this as a resource

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Strategies are things that Pólya would have us choose in his second stage of problem solving and use in his third stage ( What is Problem Solving?). In actual fact he called them heuristics. They are a collection of general approaches that might work for a number of problems.

There are a number of common strategies that students of primary age can use to help them solve problems. We discuss below several that will be of value for problems on this website and in books on problem solving.

Common Problem Solving Strategies

1. Guess (includes guess and check, guess and improve)

2. Act It Out (act it out and use equipment)

3. Draw (this includes drawing pictures and diagrams)

4. Make a List (includes making a table)

5. Think (includes using skills you know already)

We have provided a copymaster for these strategies so that you can make posters and display them in your classroom. It consists of a page per strategywith space provided to insert the name of any problem that you come across that uses that particular strategy (Act it out, Draw, Guess, Make a List). This kind of poster provides good revision for students.

An In-Depth Look At Strategies

We now look at each of the following strategies and discuss them in some depth. You will see that each strategy we have in our list includes two or more subcategories.

1. Guess
This stands for two strategies, guess and check and guess and improve.

Guess and check is one of the simplest strategies. Anyone can guess an answer. If they can also check that the guess fits the conditions of the problem, then they have mastered guess and check. This is a strategy that would certainly work on the Farmyard problem described below but it could take a lot of time and a lot of computation.
Because it is so simple, you may have difficulty weaning some students away from guess and check. As problems get more difficult, other strategies become more important and more effective. However, sometimes when students are completely stuck, guessing and checking will provide a useful way to start to explore a problem. Hopefully that exploration will lead to a more efficient strategy and then to a solution.

Guess and improve is slightly more sophisticated than guess and check. The idea is that you use your first incorrect guess to make an improved next guess. You can see it in action in the Farmyard problem. In relatively straightforward problems like that, it is often fairly easy to see how to improve the last guess. In some problems though, where there are more variables, it may not be clear at first which way to change the guessing.

2. Act It Out
We put two strategies together here because they are closely related. These are Act it Out and Use Equipment.

Young students especially, enjoy using Act it Out. Students themselves take the role of things in the problem. In the Farmyard problem, the students might take the role of the animals though it is unlikely that you would have 87 students in your class! But if there are not enough students you might be able to include a teddy or two.
This is an effective strategy for demonstration purposes in front of the whole class. On the other hand, it can also be cumbersome when used by groups, especially if a largish number of students is involved.
Sometimes the students acting out the problem may get less out of the exercise than the students watching. This is because the participants are so engrossed in the mechanics of what they are doing that they don't see the underlying mathematics.

Use Equipment is a strategy related to Act it Out. Generally speaking, any object that can be used in some way to represent the situation the students are trying to solve, is equipment. One of the difficulties with using equipment is keeping track of the solution. The students need to be encouraged to keep track of their working as they manipulate the equipment.
Some students need to be encouraged and helped to use equipment. Many students seem to prefer to draw. This may be because it gives them a better representation of the problem in hand. Since there are problems where using equipmentis a better strategy than drawing, you should encourage students' use of equipment by modelling its use yourself from time to time.

3. Draw
Here we discuss both Drawing a Picture and Drawing a Diagram.

It is fairly clear that a picture has to be used in the strategy Draw a Picture. But the picture need not be too elaborate. It should only contain enough detail to help solve the problem. Hence a rough circle with two marks is quite sufficient for chickens and a blob plus four marks will do a pig. All students should be encouraged to use this strategy at some point because it helps them 'see' the problem and it can develop into quite a sophisticated strategy later.

It's hard to know where Drawing a Picture ends and Drawing a Diagram begins. You might think of a diagram as anything that you can draw which isn't a picture. But where do you draw the line between a picture and a diagram? As you can see with the chickens and pigs, discussed above, regular picture drawing develops into drawing a diagram.
Venn diagrams and tree diagrams are particular types of diagrams that we use so often they have been given names in their own right.

4. 4 Make a list
MakingOrganised Lists and Tables are two aspects of working systematically. Most students start off recording their problem solving efforts in a very haphazard way. Often there is a little calculation or whatever in this corner, and another one over there, and another one just here. It helps students to bring a logical and systematic development to their mathematics if they begin to organise things systematically as they go. This even applies to their explorations.

There are a number of ways of using Make a Table. These range from tables of numbers to help solve problems like the Farmyard, to the sort of tables with ticks and crosses that are often used in logic problems. Tables can also be an efficient way of finding number patterns.

When an Organised List is being used, it should be arranged in such a way that there is some natural order implicit in its construction. For example, shopping lists are generally not organised. They usually grow haphazardly as you think of each item. A little thought might make them organised. Putting all the meat together, all the vegetables together, and all the drinks together, could do this for you. Even more organisation could be forced by putting all the meat items in alphabetical order, and so on. Someone we know lists the items on her list in the order that they appear on her route through the supermarket.

5. Think
In many ways we are using this strategy category as a catch-all. This is partly because these strategies are not usually used on their own but in combination with other strategies.
The strategies that we want to mention here are Being Systematic, Keeping Track, Looking For Patterns, Use Symmetry and Working Backwards and Use Known Skills.
Being Systematic, Keeping Track, Looking For Patterns and Using Symmetry are different from the strategies we have talked about above in that they are over-arching strategies. In all problem solving, and indeed in all mathematics, you need to keep these strategies in mind.

Being systematic may mean making a table or an organised list but it can also mean keeping your working in some order so that it is easy to follow when you have to go back over it. It means that you should work logically as you go along and make sure you don't miss any steps in an argument. And it also means following an idea for a while to see where it leads, rather than jumping about all over the place chasing lots of possible ideas.

It is very important to keep track of your work. We have seen several groups of students acting out a problem and having trouble at the end simply because they had not kept track of what they were doing. So keeping track is particularly important with Act it Out and Using Equipment. But it is important in many other situations too. Students have to know where they have been and where they are going or they will get hopelessly muddled. This begins to be more significant as the problems get more difficult and involve more and more steps.

In many ways looking for patterns is what mathematics is all about. We want to know how things are connected and how things work and this is made easier if we can find patterns. Patterns make things easier because they tell us how a group of objects acts in the same way. Once we see a pattern we have much more control over what we are doing.

Using symmetry helps us to reduce the difficulty level of a problem. Playing Noughts and crosses, for instance, you will have realised that there are three and not nine ways to put the first symbol down. This immediately reduces the number of possibilities for the game and makes it easier to analyse. This sort of argument comes up all the time and should be grabbed with glee when you see it.

Finally working backwards is a standard strategy that only seems to have restricted use. However, it's a powerful tool when it can be used. In the kind of problems we will be using in this web-site, it will be most often of value when we are looking at games. It frequently turns out to be worth looking at what happens at the end of a game and then work backward to the beginning, in order to see what moves are best.

Then we come to use known skills. This isn't usually listed in most lists of problem solving strategies but as we have gone through the problems in this web site, we have found it to be quite common. The trick here is to see which skills that you know can be applied to the problem in hand.
One example of this type is Fertiliser (Measurement, level 4). In this problem, the problem solver has to know the formula for the area of a rectangle to be able to use the data of the problem.
This strategy is related to the first step of problem solving when the problem solver thinks 'have I seen a problem like this before?' Being able to relate a word problem to some previously acquired skill is not easy but it is extremely important.

Uses of Strategies

Different strategies have different uses. We'll illustrate this by means of a problem.

The Farmyard Problem: In the farmyard there are some pigs and some chickens. In fact there are 87 animals and 266 legs. How many pigs are there in the farmyard?

Some strategies help you to understand a problem. Let's kick off with one of those. Guess and check. Let's guess that there are 80 pigs. If there are they will account for 320 legs. Clearly we've over-guessed the number of pigs. So maybe there are only 60 pigs. Now 60 pigs would have 240 legs. That would leave us with 16 legs to be found from the chickens. It takes 8 chickens to produce 16 legs. But 60 pigs plus 8 chickens is only 68 animals so we have landed nearly 20 animals short.

Obviously we haven't solved the problem yet but we have now come to grips with some of the important aspects of the problem. We know that there are 87 animals and so the number of pigs plus the number of chickens must add up to 87. We also know that we have to use the fact that pigs have four legs and chickens two, and that there have to be 266 legs altogether.

Some strategies are methods of solution in themselves. For instance, take Guess and Improve. Supposed we guessed 60 pigs for a total of 240 legs. Now 60 pigs imply 27 chickens, and that gives another 54 legs. Altogether then we'd have 294 legs at this point.

Unfortunately we know that there are only 266 legs. So we've guessed too high. As pigs have more legs than hens, we need to reduce the guess of 60 pigs. How about reducing the number of pigs to 50? That means 37 chickens and so 200 + 74 = 274 legs.

We're still too high. Now 40 pigs and 47 hens gives 160 + 94 = 254 legs. We've now got too few legs so we need to guess more pigs.

You should be able to see now how to oscillate backwards and forwards until you hit on the right number of pigs. So guess and improve is a method of solution that you can use on a number of problems.

Some strategies can give you an idea of how you might tackle a problem. Making a Table illustrates this point. We'll put a few values in and see what happens.

From the table we can see that every time we change the number of pigs by one, we change the number of legs by two. This means that in our last guess in the table, we are five pigs away from the right answer. Then there have to be 46 pigs.

Some strategies help us to see general patterns so that we can make conjectures. Some strategies help us to see how to justify conjectures. And some strategies do other jobs. We'll develop these ideas on the uses of strategies as this web-site grows.
What Strategies Can Be Used At What Levels
In the work we have done over the last few years, it seems that students are able to tackle and use more strategies as they continue with problem solving. They are also able to use them to a deeper level. We have observed the following strategies being used in the stated Levels.
Levels 1 and 2 Levels 3 and 4

Draw a Diagram

Act it Out

Use Equipment

Guess and Improve

Make a Table

Make an Organised List

It is important to say here that the research has not been exhaustive. Possibly younger students can effectively use other strategies. However, we feel confident that most students at a given Curriculum Level can use the strategies listed at that Level above. As problem solving becomes more common in primary schools, we would expect some of the more difficult strategies to come into use at lower Levels.

Strategies can develop in at least two ways. First students' ability to use strategies develops with experience and practice. We mentioned that above. Second, strategies themselves can become more abstract and complex. It's this development that we want to discuss here with a few examples.

Not all students may follow this development precisely. Some students may skip various stages. Further, when a completely novel problem presents itself, students may revert to an earlier stage of a strategy during the solution of the problem.

Draw: Earlier on we talked about drawing a picture and drawing a diagram. Students often start out by giving a very precise representation of the problem in hand. As they see that it is not necessary to add all the detail or colour, their pictures become more symbolic and only the essential features are retained. Hence we get a blob for a pig's body and four short lines for its legs. Then students seem to realise that relationships between objects can be demonstrated by line drawings. The objects may be reduced to dots or letters. More precise diagrams may be required in geometrical problems but diagrams are useful in a great many problems with no geometrical content.

The simple "draw a picture" eventually develops into a wide variety of drawings that enable students, and adults, to solve a vast array of problems.

Guess: Moving from guess and check to guess and improve, is an obvious development of a simple strategy. Guess and check may work well in some problems but guess and improve is a simple development of guess and check.

But guess and check can develop into a sophisticated procedure that 5-year-old students couldn't begin to recognise. At a higher level, but still in the primary school, students are able to guess patterns from data they have been given or they produce themselves. If they are to be sure that their guess is correct, then they have to justify the pattern in some way. This is just another way of checking.

All research mathematicians use guess and check. Their guesses are called "conjectures". Their checks are "proofs". A checked guess becomes a "theorem". Problem solving is very close to mathematical research. The way that research mathematicians work is precisely the Pólya four stage method ( What is Problem Solving?). The only difference between problem solving and research is that in school, someone (the teacher) knows the solution to the problem. In research no one knows the solution, so checking solutions becomes more important.

So you see that a very simple strategy like guess and check can develop to a very deep level.

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Strategies are things that Pólya would have us choose in his second stage of problem solving and use in his third stage ( What is Problem Solving?). In actual fact he called them heuristics.

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This is a long assessment which gives you a baseline and can be used to measure progress over time. You can either do all at once, or take parts to modify and assess as you come to these areas.

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Useful guide if you were to look at a continuum for your ECC learners alongside Standards

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First Steps Mathematics is a series of teacher resource books that is organised around sets of mathematics outcomes for Number, Measurement, Space, and Chance and Data. The series will help teachers to diagnose, plan, implement and judge the effectiveness of the learning experiences they provide for students.

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Emma, thanks so much for these sessions - we have a lot of new information and tools that we can use in our daily planning and teaching!
Personal goal: to practice concept driven planning. Why: to better support students and create transdisciplinary / real world connections for them.