Math Intervention P-2

Building Number Power with Formative Assessments, Differentiation, and Games, Grades PreK–2

Jennifer Taylor-Cox

• Publisher: Routledge
• Year: 2016
• ISBN:
  9781317426196
• Edition: 2
• Topic: Didattica
• Subtopic: Didattica inclusiva

Help all of your students reach success in math! This essential book, from bestselling author and consultant Jennifer Taylor-Cox, is filled with suggestions that teachers and RTI/MTSS specialists can use to target instruction for struggling students in PreK-2. You'll find out how to diagnose academic weaknesses, differentiate instruction, use formative assessments, offer corrective feedback, and motivate students with games and activities.

The book's practical features include…

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• Directions for incorporating formative assessments;

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• Explanations of successful strategies for intervention;

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• Important math terms to use with students;

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• Games for active learning with printable boards;

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• Cognitive demand questions ranging from easy to complex; and

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• Rigorous problems to help you gather pre and post data.

In this enhanced second edition, you'll find correlations to the Common Core throughout, as well as a variety of brand new, rigorous problems designed to mirror those on CCSS assessments such as the PARCC and SBAC.

Bonus! The book is accompanied by free eResources on our website, www.routledge.com/9781138915626. These eResources include an Answer Key with Scoring Guide and a handy Progress Monitoring Tool that you can use to track each student's growth, record notes, and share data with parents, administrators, and other educators. The eResources also contain printable versions of the games in the book so that you can easily download and print them for classroom use.

Chapter

Early Number Concepts

One-to-one Correspondence

Rote Counting

Rational Counting

Keeping Track

Cardinality

Conservation of Number

Subitizing

One-to-one Correspondence

What is One-to-one Correspondence?

Even though the term “one-to-one correspondence” has been used for over 100 years (OED2), it is often a misunderstood concept. Some educators think that one-to-one correspondence involves successful counting of objects. While a student does need one-to-one correspondence to successfully count objects, the reality is that one-to-one correspondence comes before counting. It involves matching one member of a set with a member of a different set. If a student can place one bowl on each placemat or give one crayon to each student, this student has one-to-one correspondence. We may find that the student has one-to-one correspondence up to a certain quantity. Perhaps the student can successfully match objects when the quantity is five or less. In this case, we say the student has one-to-one correspondence through five. Our focus of instruction for this student would be on quantities greater than five.

CCSS

Counting and Cardinality

Formative Assessment

To find out if a student has one-to-one correspondence, see if the student can successfully match objects. Place five sheets of paper on the table. Give the student five counters. Ask the student to place one counter on each sheet of paper. If the student is successful, increase the quantity of paper and counters. To find out if the student truly owns this concept, provide one more counter than sheets of paper to see what the student does with the situation. Students who own one-to-one correspondence will indicate that they need another sheet of paper to complete the task.

Successful Strategies

Use a variety of objects that are meaningful to students. Begin with smaller quantities and increase the quantities as students gain accuracy and efficiency. To build flexibility and fluency begin with objects that are all the same color, size, and shape. Then move to objects that have different attributes. Encourage students to distribute supplies and materials to each other to provide additional opportunities for one-to-one correspondence.

Math Words to Use

one, match, count, each

Questions at Different Levels of Cognitive Demand

• Recall: How did you match one with each?
• Comprehension: Do all of the objects have a match?
• Application: How did you use matching?
• Analysis: How do you know that all of the objects have a match?
• Evaluation: How would you help someone who could not match each?
• Synthesis: Is there another way to match each?

Rigorous Problem Solving with the Concept of One-to-one Correspondence 1

Part A

Place one counter in each square.

Provide student with a cup of 12 counters.

Part B

Oh, no! The clowns made some mistakes. Each clown needs one hat.

Explain how you can solve the problem.

Rigorous Problem Solving with the Concept of One-to-one Correspondence 2

Part A

Place one counter in each square.

Provide student with a cup of 14 counters.

Part B

Oh, no! T...

Table of contents

• Cover
• Title
• Copyright
• Contents
• Acknowledgements
• About the Author
• eResources
• Introduction
• Chapter One: Early Number Concepts
• Chapter Two: Numbers and Number Relationships Concepts
• Chapter Three: Addition and Subtraction Concepts
• References