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An anchor chart for Workshop Expectations was created.  The chart is displayed in a prominent location in the room and is reviewed at the beginning of workshop time and referenced as needed.

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A beaded number line is being created as part of the number of the school day routine.  One bead is added each day and a child counts to confirm the correct number of beads.

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Frequently used manipulatives are placed together on a shelf for easy access.  Small bins are conveniently located on top of the shelf to hold the individual manipulatives when needed.

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Students are exploring with manipulatives. As Dr. Nicki advises in her video The First 20 Days, students need to explore and play with manipulative before they are expected to use them as tools.

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We can learn so much about a child's math skills as we observe and purposefully interact and ask questions while students are playing. We can observe students counting, sorting, creating patterns, and making symmetrical designs.

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Students are happily deciding who goes first by playing Rock, Paper, Scissors prior to starting a collaborative partner game called Dot Card Match-Up. Students were previously introduced to different ways to start a game.

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Students were introduced to different ways to start a game. Three different possibilities were generated and practiced.

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Students are playing a game during a guided math group.  Students are working on subitizing and writing numbers 1 to 6. A record sheet is used to note student's work.

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This workshop included four different stations. The different stations are displayed on the board along with each student's photograph. Student's rotate through the stations until they have completed all of the stations.

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Students are working on fine motor skills as they manipulate the play dough to create numbers. Several students in both classes require OT support.

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Daily routines are anything but routine when students are actively involved. A student is using a pointer to lead the class in counting how many days they have been in school.

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Students were working on solving number stories. Students shared different strategies with their classmates and later recorded how they solved the problem. Some of the strategies used included counting on fingers, using cubes, and drawing a picture.

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An I Can statement is included in the bag to remind students about the skills they are practicing.

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A small silicone bread pan is being used to contain dice during a game. The silicone container also helps to keep the noise levels low.

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A student is working on counting pips on a die and identifying numbers. Large plastic numbers are being used to support the child in identifying the numbers.

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Students are working with the teacher during a small guided math group. Carefully chosen manipulatives were used to support the students in this group.

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Stations are stored in large plastic bins. Recording sheets are placed in the bin with any additional needed supplies.

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Students are demonstrating ways to show the number 5 with fingers. The students are sharing the various ways with the rest of the class.

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Students are practicing number identification and formation. We learned about Jack Hartmann's Numbercise videos during our last class thanks to a Foxborough kindergarten teacher.

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Students are playing a collaborative partner game called Top-It with Dot Cards. The students are playing the game independently which allows the teacher to meet with a small group.