'At last a book is written by teachers for teachers based on sound research that will generate enquiry based learning. It is essential for every classroom with lots of mathematical activities. These will purposefully engage children and allow for differentiation for those who require additional support to understand the number system and the more able children who require to be challenged. Mathematical standards in our schools will improve tremendously following these instructional activities' - Carole Cannon, Development Officer for Mathematics Recovery 'This book 'Teaching Number in the Classroom with 4-8 year olds' is an absolute "must have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O'Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick, Ireland. 'The authors prove it is possible to write a teacher friendly/teacher useful mathematics book that connects theory and practice. This book may become the primary teacher's "Math Bible"' - Angela Giglio Andrews, Primary Intervention Specialist and Coordinator, and Assistant Professor of Mathematics Education, National Louis University 'Teaching Number in the Classroom translates years of research into a very understandable and comprehensive approach for teaching children how the number system is structured and how to think like a mathematician. For too many years there has been the perception that children who are struggling with mathematics don't know the basic facts. The reality is that these children lack number knowledge and skills. Teaching Number in the Classroom will guide the educational professional through the steps of understanding the development of "number sense", identifying the current levels of knowledge and providing instruction that helps children use the "framework of mathematics" to solve number problems. Teaching Number in the Classroom is a thinking skills approach to mathematics. Children are taught a variety of strategies for solving mathematical problems. The teacher using this book will be able to help all children develop a strong foundation of mathematical understanding' - Carol Meland, K-3rd Grade Principal for the School District of Milton Wisconsin, USA Teaching Number in the Classroom with 4-8 year olds is an absolute "must-have" for all educators involved in early number. Based on sound theoretical foundations, it offers a wealth of down-to-earth, tried and tested, effective approaches to teaching early number concepts and skills. It is a clearly a book written by teachers for teachers. Every single activity in the book is a nugget. Engaging with these activities will change your whole approach to teaching early number' - Noreen O'Loughlin, Associate Vice-President/Lecturer in Maths Education, Mary Immaculate College, University of Limerick Following the success of their previous bestselling titles, Early Numeracy and Teaching Number, the authors of this brand-new text now bring the principles and practice of their acclaimed Mathematics Recovery Programme to whole-class teaching. Central to the book is the concept of an inquiry-based approach to classroom instruction, and topics covered range from beginning number and early counting strategies to multi-digit addition and subtraction right through to multiplication and division. As world leaders in the field of Mathematics Recovery, this book's authors have drawn on their vast experience to create a user-friendly, practical guide focusing on classroom teaching. With its step-by-step approach, the text can be used as a training manual and course reference by teachers everywhere. Key features which make the book such a valuable tool include: - Real-life examples from classroom work - Teaching activities - Assessment tasks - Guidance on classroom organization and teaching specific topics - Activities for parents to do with children An invaluable resource for experienced mathematics recovery teachers, as well as all primary classroom teachers, from kindergarten level to Year three, this text will also be of use to classroom assistants and learning support personnel. Primary mathematics advisors, numeracy consultants and educational psychologists will also find it helpful.

Table of Contents

PART I Approaching, Organizing and Designing Instruction General Introduction to Part II PART II Number Words and Numerals Assessment Task Groups Forward Number Word Sequences Number Word After Backward Number Word Sequences Number Word Before Numeral Identification Numeral Recognition Sequencing Numerals Ordering Numerals Locating Numbers in the Range 1 To 100 Instructional Activities Count Around Numbers on the Line Stand In Line Secret Numbers Can You See Me? Make and Break Numbers The Joke Is On You Counting Choir Take Your Place What Comes Next? Early Counting and Addition Assessment Task Groups Comparing Small Collections Increase and Decrease in the Range 1 To 6 Establishing the Numerosity of a Collection Establishing a Collection of Specified Numerosity Establishing the Numerosity of Two Collections Additive Tasks Involving Two Screened Collections Counting and Copying Temporal Sequences and Temporal Patterns Instructional Activities Domino Addition Addition Dice Counters in a Row On the Mat Where Do I Go? Toy Box Teddy Bear Walk Chains Give Me Five Pass It On Structuring Numbers 1 To 10 Assessment Task Groups Making Finger Patterns for Numbers in the Range 1 To 5 Making Finger Patterns for Numbers in the Range 6 To 10 Naming and Visualizing Domino Patterns 1 To 6 Naming And Visualizing Pair-Wise Patterns On a Ten-Frame Naming And Visualizing Five-Wise Patterns On a Ten-Frame Partitions of 5 and 10 Addition and Subtraction in the Range 1 to 10 Instructional Activities Bunny Ears The Great Race Quick Dots Make Five Concentration Five and Ten Frame Flashes Memory Game Domino Flashes Domino Fish Domino Snap Make Ten Fish Advanced Counting, Addition and Subtraction Assessment Task Groups Additive Tasks Involving Two Screened Collections Missing Addend Task Involving Two Screened Collections Removed Items Task Involving a Screened Collection Missing Subtrahend Task Involving a Screened Collection Comparative Subtraction Involving Two Screened Collections Subtraction with Bare Numbers Instructional Activities Calculator Counting Class Count On and Count-Back One Hundred Square Activities Activities on A Bead Bar or Bead String Bucket Count-On Bucket Count-Back Number Line Count-On Numeral Track Activities Under the Cloth Structuring Numbers 1 To 20 Assessment Task Groups Naming and Visualizing Pair-Wise Patterns For 1 To 10 Naming and Visualizing Five-Wise Patterns for 1-10 Naming and Visualizing Pair-Wise Patterns For 11 To 20 Naming and Visualizing Five-Wise and Ten-Wise Patterns For 11 To 14 Naming and Visualizing Ten-Wise Patterns For 15 To 20 Addition Using Doubles, Fives and Tens - Addends Less Than 11 Subtraction Using Doubles, Fives and Tens - Subtrahend and Difference Less Than 11 Addition Using Doubles, Fives and Tens - One Addend Greater Than 10 Subtraction Using Doubles, Fives and Tens - Subtrahend or Difference Greater Than 10 Instructional Activities Double Decker Bus Flashes Getting On and Off the Bus Bus Snap Make Combinations to Twenty Fish Using Ten Plus Combinations Five and Ten Game Chocolate Boxes Double Ten Frame Facts Bead Board Two-Digit Addition and Subtraction: Jump Strategies Assessment Task Groups Forward and Backward Number Word Sequences by 10s, On and Off the Decade Adding From a Decade and Subtracting To a Decade Adding To a Decade and Subtracting From a Decade Incrementing and Decrementing by 10s on and Off the Decade Incrementing Flexibly By10s and Ones Adding 10s to a 2-Digit Number and Subtracting 10s from a 2-Digit Number Adding Two 2-Digit Numbers Without and With Regrouping Subtraction Involving Two 2-Digit Numbers Without and With Regrouping Addition and Subtraction Using Transforming, Compensating and Other Strategies Instructional Activities Leap Frog Bead String with Ten Catcher Add or Subtract 11 Add To or Subtract From 49 Calculator Challenge Jump To 100 Jump From 100 Target Number Walk-About Sequences Non Standard Measurement Plan Two-Digit Addition and Subtraction: Split Strategies Assessment Task Groups Higher Decade Addition and Subtraction Without and With Bridging the Decade Partitioning and Combining Involving2-Digit Numbers Combining and Partitioning Involving Non-Canonical Forms Addition Involving Two 2-Digit Numbers Without and With Regrouping Subtraction Involving Two 2-Digit Numbers Without and With Regrouping Instructional Activities Follow the Pattern Ten More or Ten Less Counting By Tens Add or Subtract Tens Adding Tens and Ones Using Money Screened Subtraction Task Split the Subtrahend (Multiples of 10) Early Multiplication and Division Assessment Task Groups Counting By 2s, 5s, 10s And 3s Repeated Equal Groups -Visible Repeated Equal Groups -Items Screened and Groups Visible Repeated Equal Groups -Groups Screened and Items Screened Multiplication and Division Using Arrays Word Problems Relational Thinking Using Bare Number Problems Instructional Activities Count around - Multiples Trios for Multiples Quick Draw Multiples Rolling Groups Lemonade Stand Array Flip Duelling Arrays Mini Melton Four's A Winner I Have... Who Has...? PART III The Teacher as a Learner Glossary

Author Biography

Dr Robert J. (Bob) Wright holds Bachelor's and Master's degrees in mathematics from the University of Queensland (Australia) and a doctoral degree in mathematics education from the University of Georgia. He is an adjunct professor in mathematics education at Southern Cross University in New South Wales. Bob is an internationally recognized leader in assessment and instruction relating to children's early arithmetical knowledge and strategies, publishing four books, and many articles and papers in this field. His work over the last 20 years has included the development of the Mathematics Recovery Program which focuses on providing specialist training for teachers to advance the numeracy levels of young children assessed as low-attainers. In Australia and New Zealand, Ireland, the UK, the USA, Canada, Mexico and elsewhere, this program has been implemented widely and applied extensively to classroom teaching and to average and able learners as well as low-attainers. He has conducted several research projects funded by the Australian Research Council including the most recent project focusing on assessment and intervention in the early arithmetical learning of low-attaining 8-10-year-olds. Garry Stanger has had a wide-ranging involvement in primary, secondary and tertiary education in Australia. He has held positions of Head Teacher, Deputy Principal and Principal, and has been a Mathematics Consultant with the New South Wales Department of Education. He has also taught in schools in the USA. He has worked with Robert Wright on the Mathematics Recovery project since its inception in 1992 and has been involved in the development of the Count Me In Too early numeracy project. His last project before finally retiring was working with Jenny Bednall, Head of Junior School, Trinity South and the thirty teachers at the Trinity College schools in South Australia. Jim Martland is a member of the International Board of Mathematics Recovery and Founder of the Mathematics Recovery Council (UK and Ireland). He was a Senior Fellow in the Department of Education at the University of Liverpool. In his long career in education he has held headships in primary and middle schools and was Director of Primary Initial Teacher Training. In all the posts he continued to teach and pursue research in primary mathematics. His current work is with local education authorities in the UK and Canada, delivering professional development courses on assessing children's difficulties in numeracy and designing and evaluating teaching interventions.