| [External Site] Numbers can be broken apart and combined together | Great resource for teachers who have not seen or used the Ten Frame. Over 20 classroom tested routines, games and problem solving lessons and activities with Ten Frames. | P, L | K-2 |
| [External Site] When combining and separating numbers, many strategies can be used based on number sense. | Over 80 purposefully designed number talks K – 5. Focus on Dot Cards, Ten Frames, Open Number Line, Addition and Subtraction strategies. DVD with 19 number talks (grades K, 2, 3, 5) filed in actual classrooms. | P, L, U | K-5 |
| [External Site] Teaching Number Sense (series includes a book per grade, K – 3), K and 1st by Chris Confer | The series focuses on the critical role that number sense plays in developing mathematical understanding. The goals are to help children to see numbers as tools, not barriers; to be able to reason their way to solutions should they forget a procedure; and to be comfortable using numbers to make sense of the world. Each lesson is organized in an accessible, easy-to-read format that includes a lesson overview; a list of needed materials; the time required to teach the lesson; step-by-step teaching directions; reproducibles; and a vignette of how the lesson actually unfolded in a classroom. Each lesson concludes with a list of assessment questions. | A, P, L | K-3 |
| [External Site] Lesson for Algebraic Thinking, by Leyeni von Rotz and Marilyn Burns, K – 2 | Dot Cards, Ten Frames, Handfuls as well as Pattern, connections to literature. | P, L | K-2 |
| [External Site] Problem Solving using Problem Types (CGI and Appendix A in CCSS) and Strategies | 220 short open-ended tasks, 60 reproducibles on CD and 9 assessment rubrics featuring authentic student work (3 for grades1 –2). | A, P, | 1-2 |
| [External Site] Instructional Strategies for the Classroom Teacher | Chapter 6 building Number Sense. Other Chapters provide a lens for Mathematical Practices that will help teachers begin to move toward the Common Core CA Standards. | P | K-3 |
| [External Site] Math Misconceptions: From Misunderstanding to Deep Understanding, PreK – 5, by Honi Bamberger, Christine Oberdorf and Karren Schultz Ferrell | Chapter 1:Number and Operations (pp. 1– 23), includes “What Research Says” (p. 4) Five Principles of Counting. Other chapters organized by strands. | P, L | K-3 |
| [External Site] Mathematics Assessment Sampler, PreK – 2, DeAnn Hinker, editor | Mathematics Assessment Sampler, PreK – 2, DeAnn Hinker, editor | A | K-2 |
| [External Site] Developing Number Concepts: K – 2 Curriculum designed books by Kathy Richardson | Books are designed for a K – 2 number experience but books are not grade level specific but aligned but big ideas. Activities are Teacher Directed, and for Independent time. Excellent overview of big ideas and concepts at the beginning of each chapter. Activities are developed to build as students acquire understandings and concepts. Shows dialog and step by step teacher instructions for directed instruction. Book 2, Into to Chapter 2, “Internalizing Number Concepts to 10” (pp. 42 – 44) is an good reading for teachers to help understand why the numbers to 10 are so crucial to number sense. | A, P, L | K-2 |
| [External Site] Developing Math Concepts in Pre-Kindergarten, Kathy Richardson | This newest resource from Kathy is a full PreK curriculum in mathematics that covers all the strands of mathematics. It honors the natural learning of young children with excellent resources and activities. One of the few good resources for preschool. | P, L | PreK-1 |
| [External Site] Assessing Math Concepts: Formative Assessment for Grades K—3, by Kathy Richardson | A series of nine research-based assessments (oneper book) goes beyond “getting the right answers” to reveal students’ true understanding of key math concepts. Based on “Critical Learning Phases” that students move through as they develop an understanding of the foundational mathematical ideas they need to know. Each of the assessment guides includes complete information for understanding the concept being assessed, instructions for administering the assessment, and specific suggestions for instruction. | A, P | K-3 |
| [External Site] Growing Mathematical ideas in Kindergarten, by Linda Dacey and Rebeka Eston. | Linda follows Becky during a school year as she explores ways of nurturing the growth of students’ math understanding, including: developing a thoughtful, child centered classroom environment, how choose math tasks and assess understanding. Very readable as Becky plans, implements and reflects on her learning about young children and how they learn. | P | K-3 |
| [External Site] Activities for Number Sense: Practice, Concept Development, and Problems Solving | The minilessons are designed to reinforce elementary students’ math skills in engaging, problem-solving contexts. Requiring only 5 to 15 minutes to teach, these activities offer experiences in all of the content areas important to elementary mathematics: number, measurement, geometry, data analysis and probability, and algebra. Each resource of 27 classroom-tested lessons models how to develop several important math processes: problem solving, reasoning and proof, communication, connections, and representation. Each activity features a materials list, step-by-step teaching directions, a list of key questions to ask students during the lesson, a vignette of how the lesson actually unfolded in a classroom, and ideas for extending the activity throughout the year. Reproducibles are included. | P, A | K-2 |
| [External Site] Resources from NCTM collaboration with NAEYC: | Focus in Pre-Kindergarten: Teaching with Curriculum Focal Points | P, A | K-3 |
| [External Site] Showcasing Mathematics for the Young Child, 2nd edition , edited by Juanita Copley | Activities for 3, 4, and 5 year olds. 35 activities, including Number and Operations that are tied together in to a continuing story A continuing story threads through the book, drawing on the power of storytelling as an effective medium to attach meaning to mathematics. Helps teachers teach mathematics, learn mathematics, and most important, “listen to children think!” | P, A | PreK – K |
| [External Site] The Young Child and Mathematics, 2nd edition, by Juanita Copley | Reflects recent developments in a wealth ofvignettes from classrooms, activity ideas, and strategies for teaching young children about math processes and concepts. Shows how teachers can readily and enjoyably make mathematics an integral part of their classrooms all day, every day. | P | K-3 |
| [External Site] Investigations in Data, Number and Space, Grades K, 1 , 2 | Excellent full curriculum with support for teacher implementation. Units focus on number sense and problem solving with context. Each unit has “Teacher Notes” and “Dialogue Boxes” for information and relevant content using actual classrooms. A unit could be used as a “replacement unit” (although the newest edition is coherent across the year). Routines for ongoing number development are given. Classroom discussions after Workshop (K) and Independent time integral to the program. | P, L | K-3 |
| [External Site] Smith, Susan Sperry, Early Childhood Mathematics, Third Edition, Allyn and Bacon, | Early Childhood Mathematics: This book gives some suggestions of activities, lots of ideas of possible manipulative and children’s literature as well as references to useful websites. | P, L | K-3 |
| [External Site] Ashlock, Robert, Error Patterns In Computation (Using Error Patterns to Improve | Error Patterns In Computation (Using Error Patterns to Improve Instruction): This book gives sample of errors that students make in basic operations with a discussion of the misunderstanding that lead to the errors. I have used excerpts from the book with teachers in professional development workshops as a basis for them to discuss the conceptual understandings that are important for children to develop to either prevent or undo common misunderstandings. | P, A | K-8 |
| [External Site] Algebra in the Early Grades | Algebra in the Early Grades: This book is a series of essays by various math educators and teachers divided into sections. 1: The Nature of Early Algebra; 2: Students’ Capacity for Algebraic Thinking; 3: Issues of Implementation. Some essays I found thought-provoking and relevant included classroom examples from K and 1 students with ideas of how to facilitate student engagement in conversations and learning about numbers and generalizations. Important for some policy makers might be the one called “Early Algebra is not the Same as Algebra Early.” A nice summary by Alan Schoenfeld entitled “Early Algebra as Mathematical Sense Making.” Possibly as better resource for professional developers than for direct use with teachers. | P, R | PreK-5 |
| [External Site] Developing Essential Understanding of Number and Numeration, Pre-K-Grade 2, NCTM, 2010 | How do composing and decomposing numbers connect with the properties of addition? Focus on the ideas that you need to thoroughly understand in order to teach with confidence. The mathematical content of this book focuses on essential knowledge for teachers about numbers and number systems. | P | K-2 |
| [External Site] John Van De Walle | Based on the best-selling series for grades K-8, The Van de Walle Professional Mathematics Series, educators now have access to the student-centered, problem-based approach to mathematics on video with the Teaching Student-Centered Mathematics eBook Series. Each of the three grade band eBook DVDs, K-3, 3-5 and 5-8, feature grade specific lessons in action, personal interviews with the author, instructional tips and strategies, and more. | P, L | K-3 |
| [External Site] The game of Tens and Ones | This game gives children practice with adding and subtracting ones and tens. Using a special die, | P | K-3 |
| [External Site] Kids Konnect | Games and activities for children that are math related. | P | K-5 |
| [External Site] Lawrence Hall of Science, UC Berkeley | Activities for children ages 4 – 8 that can be used in centers, stations or for a Family Math evening for parent education. Activities across strands with a problems solving/logical thinking focus. | P | K-4 |
| [External Site] Guiding Children’s Learning of Mathematics: | The book has suggested activities that can be used with children along with adult level discussion of the ideas. The book makes many references to the NCTM Standards for mathematics from 1987 and 2000. Good discussion ideas for professional development and some classroom ready activities. | P | Elementary |