You are here
Number Sense Interventions (Spiral)
This book is currently not available to order, please check back
Help kindergartners at risk for math difficulties with these explicit, evidence-based interventions. Used on their own or as a follow-up to the Number Sense Screener(TM) (NSS(TM)) , the interventions in this user-friendly guide are a fun, simple, and highly effective way to boost key math skills such as oral counting, number recognition, and numeral writing. Teachers will get 24 scripted lessons, perfect for helping small groups of struggling students in just 30 minutes each. Proven in studies to improve young children's number sense, these engaging lessons help resolve early math struggles before first grade--and start students on the path to long-term success in elementary school and beyond.
Why Use Number Sense Interventions?
- Aligned with Common Core State Standards-includes a chart of learning goals that shows exactly how the interventions align with CCSS
- Research-based and validated
- Great for Tier 2 Response to Intervention
- Carefully scripted-easy to pick up and start using right away
- Lessons build on each other, so children develop a strong foundation of critical math skills
- Uses inexpensive materials many teachers already have in the classroom
- Fun lessons encourage children's engagement and development of attention skills
- Flexible-easy to move at a slower or faster pace depending on student needs
INCLUDES: 24 engaging lessons with explicit teacher scripts and instructions, plus photocopiable materials: 7 sets of flashcards, 12 charts that illustrate key math concepts, and a student activity sheet for each lesson.
Help students at risk for math difficulties:
- Count to 100
- Recognize quantities
- Recognize numerals
- Connect numerals to quantities
- Write numerals
- Solve story problems
- Solve written equations
- Perform number operations on fingers
- and more
About the Author
Nancy C. Jordan is Principal Investigator of the Number Sense Intervention Project (funded by the Eunice Kennedy Shriver National Institute of Child Health and Human Development) as well as the Center for Improving Learning of Fractions (funded by the Institute of Educational Sciences). She is author or coauthor of many articles in mathematics learning difficulties and has recently published articles in Child Development, Journal of Learning Disabilities, Developmental Science, Developmental Psychology, and Journal of Educational Psychology. Dr. Jordan holds a bachelor's degree from the University of Iowa, where she was awarded Phi Beta Kappa, and a master's degree from Northwestern University. She received her doctoral degree in education from Harvard University and completed a postdoctoral fellowship at the University of Chicago. Before beginning her doctoral studies, she taught elementary school children with special needs. Dr. Jordan served on the Committee on Early Childhood Mathematics of the National Research Council of the National Academies. Nancy Dyson has been in education for more than 30 years as both a teacher and the director of a parent cooperative school. She recently completed her doctoral degree in education at the University of Delaware with a research focus on students struggling with mathematics.