March 2, 2013
All kinds of confusion can result when children are asked to rattle off the numbers from 1 to 10 or 20 or higher without actually counting something. In our learning labs and activities we are working to help teachers find ways to avoid “Naked Numbers
John Price, Deputy Chief of the Ravenswood-Ridge Network of Chicago Public Schools, addresses what issues could be amended in order to give children a better learning environment.
Teachers encourage children to describe the pattern in a favorite story book.
A student stacks cups to organize them by size.
A child composes a 6-pointed star shape using pattern blocks in multiple ways.
A child attempts to find what comes next in a pattern.
Heather Duncan did a particularly striking job of explaining how she and her kindergartners at South Shore Elementary have made collecting data from surveys and discussing them a regular part of their classroom life.
A student takes a look at a pattern of blocks of increasing quantity.
A kindergartner explains how to draw a rectangle. Later he finds a new shape to draw in the classroom.
It is tough learning two new languages at once. In the case of ELLs, the two “languages” are often English and math.