Build a lasting foundation for math proficiency right from the start The ‘math’ is on the wall: unless we can instill in our youngest mathematicians a solid understanding of number sense, they have little hope of mastering the more rigorous fractions and algebra that lie ahead. A key piece is identifying precisely where students are likely to struggle, then intervening with smart, targeted instruction. That's where Witzel and Riccomini's Building Number Sense Through the Common Core fits in.Grounded in research-supported instruction with aligned assessments to ensure comprehension, this essential resource provides: Teaching strategies that build number sense skills, including quantity and cardinality, numeral/number recognition, fact fluency, math language, and moreAdaptations for students with specific needs, including English learners and students with disabilities, based on an RTI approach Guidance on measuring number sense through assessments and preparing students for standardized testingUser-friendly charts, tables, and sample math problems for planning curriculum and lessons Discover strategies that enable your students to develop a fundamental sense for numbers and create a lasting foundation for math proficiency! ‘The authors describe how each common standard should be taught, which makes this a quick and immensely useful resource. I've already begun using the strategies with my fellow teachers.’ Deborah Gordon, Third-Grade TeacherMadison School District, Phoenix, AZ ‘This is an evidence based, accessible manual on how, why, and what to teach. Well written with effective examples and scenarios to illustrate key points, this book should be read by anyone interested in improving outcomes for children in mathematics.’ Annmarie Urso, Assistant ProfessorState University of New York at Geneseo

Counting, Number Identification, and Early Addition and Subtraction

Counting, number identification, and early addition and subtraction

Before I place my children to sleep, I always tell them that I love them. One night, my 6-year-old says “I love you” first. I reply, “Oh, I love you more.” She comes back with “I love you infinity!” I laugh and say, “I love you infinity plus one.” With a knowing smirk, she replies, “Ha! You can't go beyond infinity. Don't you know the number line? See, I win!”

Before school formally begins, many students already know about counting. However, counting is done in a singsong fashion. Students will count by rote from “one” to a specific number followed by an adult's praise. Rote counting is a satisfactory start, but ...

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