Conceptual understanding and procedural fluency

Successful teachers recognize the connections between conceptual understanding, procedural fluency, and real-world application when teaching children to make sense of numbers. They embed opportunities for children to concurrently develop numeracy skills in all math areas, including the contexts of counting, cardinality, and base ten concepts.

Using the standards:" NY-K.CC.1 Count to 100 by ones and by tens", "NY-K.CC.2 Count to 100 by ones beginning from any given number (instead of beginning at 1)" and "NY-K.CC.4a When counting objects, say the number names in the standard order, pairing each object with one and only one number name and each number name with one and only one object. (1:1 correspondence)".

1. What is an example and description of one math activity for each standard that is developmentally appropriate?

2. What Real-world application for the math skill taught for each activity?

3. What Manipulatives and other resources used for each activity?

4. What Differentiation strategies to meet the individual needs of all students for each activity?

5. What Formal and informal assessment strategies to ensure mastery of the standard for each activity?

6. What is the rationale for the hands-on learning activities you made and how each supports learning of the selected standards?

7. Discuss how each activity, manipulative, and assessment is developmentally appropriate for the selected grade level.