If you’re not a pre-k, kindergarten, or 1st-grade teacher, you need to find one and give them a hug after watching this video. They do the work of an army and many times their work goes unnoticed. There’s so much happening in the early years of school, that without this progression of early number and counting, we’d all be out of a job.

Here’s the 5th installment in the *Making Sense Series*. If you’re looking for other progression videos you can find them here.

Stay thirsty my friends!

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## About gfletchy

K-8 math consumer trying to listen and learn each day. Stay thirsty my friends!

These videos are soooo good! i can’t wait to share this latest one with my colleagues!

Thank you so much for all of the work that you do and for your generosity in sharing it! My PGG this year is centered around improving my math instruction. Your work has played a large part in my journey. Have a great day! Lisa La Rose 1st Grade Teacher Clayville Elementary School Scituate, R.I.

Can’t begin to tell you what an impact your progression videos are having on the teachers we work with, and by extension, their students. Both these and your (and others) 3 act tasks are making our team of turtles feel like we might be winning the race. Thanks for your generous contribution.

Kit Luce K -12 Instructional Resource Teacher, Simcoe Count DSB

Check us out on twitter @scdsbmath

Thanks Graham!

We have incorporated the Making Sense series into all new teacher trainings in VESD as well as incorporating them into staff development opportunities at the sites. Thanks for another gem to add to our pile!

OMGosh! Do not forget to hug many PreK teachers as well! They are also doing the work!

Lisa Sandberg M 3 – Making Mathematics Meaningful

Sent from my iPhone

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I really enjoyed your video and explanations… counting backwards is SO SO important! This really helps me build upon the information I’ve gained from reading Kathy Richardson’s work with early numeracy. I think I’ll use your video in an early numeracy meeting this week. So thank you.

Another AMAZING Progression Video! I’m showing it to my Elementary Methods class today – and then we’ll make Rekenreks and use them! Quick question – when I go to your site on my phone I can’t see the “X” to get rid of the “sign up to follow me” pop-up, but I do see it when on the computer. In order to make it go away I have to sign up again (I’m now signed up twice, but you’re totally worth it) – has anyone else mentioned this to you? I have an iPhone 6….

Thanks Graham!

Who knew so much can be covered in 7+ minutes? Well done! Great PD. I just sent links to my colleagues. Can’t wait to explore more of the series. Clever filming angle.

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Once again, BRAVO! Thank you for showing how much conceptual learning is happening in these early years. #hugapreKteacher You make hundreds of pages of research come alive in a short amount of time, making us curious to learn more! But I have to say my favorite part (where I literally jumped out of my seat and danced) was sharing the “upside down 100’s chart” as I call it. Which really, it should be called the “right side up 100’s chart.” Who ever decided the numbers should go down when they really go UP!? Ludicrous! 🙂 Yay!!

What a fantastic video to support allowing children to explore and take their time in math and understanding numbers. From the outside, it may seem like a simple concept, learning to count and being able to produce the correct number of objects when shown a numeral. I thought it was fascinating how the concept of number conservation seems to match exactly what Piaget determined about stages of development. Students in the preoperational stage would assume there are more blue tiles if they’re spread out farther than the green tiles…just like they might perceive a greater amount of water in a tall thin glass than in a short, wide glass, even if they’ve seen the same amount of water poured into each.

The complexity of the math for preschool and kindergarten students really demands that children have lots of time experiencing these concepts in real life through the use of manipulatives and guided play. Methods like the Montessori method really support preserving this space and practice for children. There are some apps that also support children using a combination of virtual and physical manipulatives to allow all of this important work to take place.

The complexity of the 100 chart you showed really stood out to me as an area where students should be able to experience these quantities as well. Materials that include sets of fives and tens can do this. There are so many wonderful games that involve movement to help children learn to recognize the numbers and match them to their quantities. For example, hiding a set of numerals between 10-20 around the room, and having children match them with 10-bars and units. Then, students can put them in order.

Thanks for the thorough explanation and the reminder to take it slow…there’s more going on in those brains than we often realize!

Wow! I watched the early number and counting video and it resonated so much with my experience with my 4-year old daughter! I don’t recall how I learned these early math and honestly as a math teacher myself, I have been secretly worried about my daughter’s progress. You explained very clearly about the process of a young kid acquiring these skills and described a lot of things that I also see in my daughter! I am so glad to have stumbled upon your videos and will certainly send the links to our district math coach. Thank you!