Early Learning in Mathematics

Early Learning in Mathematics

Early Learning in Mathematics™ (ELM) is a kindergarten Tier 1 mathematics curriculum that provides the foundation for every student to develop conceptual understanding and procedural fluency with critical kindergarten mathematics concepts and skills.

Grade:
  • K
Type:
  • Curriculum

Place Order

Teacher Kit - Book

$1,751.00

1 kit per teacher

Grade

Includes Quarterly Teacher Books; Calendar Book; Math Practice worksheets (30 copies); Reproducible Quarterly Assessments; Program Support Materials and Big Number Book; manipulative list (manipulatives not included with purchase).

Teacher Kit - PDF

$400.00

1 kit per teacher

Grade

Includes Quarterly Teacher Books and Calendar Book (license for 1 copy); Math Practice worksheets (license for 30 copies); Reproducible Quarterly Assessments, Program Support Materials and Big Number Book; manipulative list (manipulatives not included with purchase). Downloadable PDF. Prices do not include printing. (1906 p.)

Math Practice Worksheets - Book

$786.00

As needed in addition to kit

Grade

1 worksheet per lesson. (30 copies)

Math Practice Worksheets - PDF

$10.00

As needed in addition to kit

Grade

1 worksheet per lesson (license for 1 copy). Downloadable PDF. Prices do not include printing. (252 p.)

Quarter 1 Teacher Book - PDF

$100.00

As needed in addition to kit

Grade

Downloadable PDF, license for 1 copy. Prices do not include printing. (301 p.)

Quarter 2 Teacher Book - PDF

$100.00

As needed in addition to kit

Grade

Downloadable PDF, license for 1 copy. Prices do not include printing. (289 p.)

Quarter 3 Teacher Book - PDF

$100.00

As needed in addition to kit

Grade

Downloadable PDF, license for 1 copy. Prices do not include printing. (262 p.)

Quarter 4 Teacher Book - PDF

$100.00

As needed in addition to kit

Grade

Downloadable PDF, license for 1 copy. Prices do not include printing. (264 p.)

Calendar Book - PDF

$100.00

As needed in addition to kit

Grade

Downloadable PDF, license for 1 copy. Prices do not include printing. (176 p.)

Details

Early Learning in Mathematics is a kindergarten core (Tier 1) mathematics curriculum aligned to the Common Core State Standards. ELM, which has been field tested and iteratively revised based on teacher feedback, is designed to develop foundational knowledge and conceptual understanding of mathematical concepts for a full range of learners.

  • 120 ELM lessons include:
    • 30 minutes of teacher-facilitated instruction.
    • 15 minutes for students to engage in independent Math Practice worksheets.
    • Additional 15 minutes of calendar activities to teach, reinforce, and apply math concepts and skills in the context of “morning circle” time.
  • Lessons are composed of 4 to 5 activities and include initial instruction, practice, and review organized into three learning strands: Number and Operations, Geometry, and Measurement.
  • Students are introduced to numbers through 100, with the goal of mastery of numbers 1 – 30
  • Instructional objectives aligned with the Common Core State Standards in Mathematics (CCSS-M) for kindergarten.
  • Developed and evaluated with funding from the U.S. Department of Education’s Institute of Education Sciences (IES)
  • Available in Spanish as Aprendizaje Temprano de las Matemáticas

Conceptual Framework

  • Development of Conceptual Understanding through engagement with mathematical models including number lines, hundreds chart, ten-frames, finger models, tally marks, and base-ten models.
  • Vocabulary and Discourse
    • Key mathematical vocabulary is identified and explicitly taught and reviewed.
    • Scripted lessons ensure continuity and precise definitions.
    • Students are provided opportunities to use mathematical vocabulary to reason and provide justification.
  • Procedural Fluency and Automaticity: Systematic practice and review within and across lessons, with frequent opportunities for students to respond

Instructional Design Components:

  • A unique strand design introduces new skills gradually through explicit instruction, and continues practice across lessons.
  • Problem-solving activities are the focus of every fifth lesson.
    • Completed as a whole class and/or in pairs
    • Require students to make sense of problems, model various solution strategies, and justify and communicate their mathematical reasoning
  • Home-School Connection. Every Math Practice Worksheet includes a “Note Home” in English and Spanish, summarizing math concepts addressed in the daily lesson and providing suggestions for practice at home.
  • Kids Are Teachers (KAT). KAT activities allow a student to act as the teacher and lead a variety of math activities.
  • Quarterly In-Program Assessments gauge students’ mastery of objectives. Students engage in math-focused activity centers while the teacher completes student assessments.
Materials

Materials are available in two different formats:

  • Convenient, downloadable PDF format. Once the PDFs are purchased, copies may be made according to the Distribution License Agreement.
  • Pre-printed by the University of Oregon Printing Services Department.

Sample Lessons

Item Included in Teacher Kit Sold Separately
Quarterly Teacher Books
ELM Calendar Book
Math Practice worksheets
Big Number Book  
Program Support Materials  

Quarterly Teacher Books include:

  • A teacher’s Guide.
  • 120 thirty-minute, teacher-directed lessons divided into four books of 30 lessons each.
  • A list of manipulatives and a list of Program Support Materials needed for program implementation.
  • A teacher copy of the Math Practice worksheets for each lesson.

ELM Calendar Book

  • Daily 15-minute lessons (in addition to the 30-minute teacher-led lessons)
  • Monthly objectives include saying the days of the week, identifying what day is yesterday and tomorrow, saying the months and seasons of the year, counting the number of days before an event and identifying patterns on the hundreds chart.

Math Practice worksheets

  • Daily 15-minute, written worksheets reinforce objectives for each lesson and include a “Note Home” with tips to practice concepts and skills.

Big Number Book

  • Read-aloud poems introduce numbers 1-12.

Program Support Materials

Includes reproducible materials:

  • Quarterly Assessments with directions, student record form, class summary, and student worksheet
  • Number Cards (with and without number models of ten-frames, tallies, fingers, and base-ten models)
  • Shape, Vocabulary, Addition and Subtraction Cards
  • Place Value Mat
  • Quarterly Activity Tables
  • KAT (Kids are Teachers) materials
  • Family letter in English and Spanish

Manipulatives

Required manipulatives are commonly available in kindergarten classrooms or may be purchased from educational retailers.

For convenience, customers may purchase a manipulatives kit from EAI. This kit includes everything on the manipulatives list except for the shape books. The University of Oregon (UO) Center on Teaching and Learning (CTL) does not endorse or have a relationship with EAI, nor does it require customers to purchase manipulatives from any particular vendor. Other vendors may contact ctl@uoregon.edu to have a link to a manipulatives kit designed specifically to support Early Learning in Mathematics added here.

Research

Our Research to Your Classroom

  • At-risk children in ELM classrooms made significantly greater gains from pretest to posttest than their not-at-risk peers in ELM classrooms, a pattern that was not found in control classrooms.
  • All effect sizes meet the What Works Clearinghouse standards (WWC, 2013) for showing a “substantively important positive effect”.
  • Overall, results would describe ELM as having a “statistically significant positive effect” on student outcomes.

A randomized control trial of ELM was conducted with 64 classrooms. Control classrooms used district-adopted kindergarten curricula, and mathematics instructional time was controlled. We examined intervention effects by testing differences between ELM and control classrooms on changes in primary outcomes from the beginning to the end of kindergarten. Primary outcomes included the Test of Early Mathematics Ability (TEMA), and Early Numeracy-Curriculum Based Measures (EN-CBM). The study sample was comprised of kindergarten students at-risk (66%) or not-at-risk (34%). On the math measures, TEMA (t = 3.29, p = .0017) and the EN-CBM (t = 2.54, p = .0138), children in ELM classrooms outperformed children in control classrooms. The Hedge’s g effect sizes were .24 on the TEMA and .22 on EN-CBM. Furthermore, at-risk children in ELM classrooms made significantly greater gains from pretest to posttest than their not-at-risk peers in ELM classrooms, a pattern that was not found in control classrooms. All effect sizes meet the What Works Clearinghouse standards (WWC, 2011) for showing a “substantively important positive effect” and overall results would describe ELM as having a “statistically significant positive effect” on student outcomes.

References

Chard, D. J., Baker, S. K., Clarke, B., Jungjohann, K., Davis, K. L. S., & Smolkowski, K. (2008). Preventing early mathematics difficulties: The feasibility of a rigorous kindergarten mathematics curriculum. Learning Disabilities Quarterly, 31(1), 11–20. doi: 10.2307/30035522

Clarke, B., Baker, S. K., Smolkowski, K., Doabler, C. T., Strand Cary, M., & Fien, H. (2014). Investigating the efficacy of a core kindergarten mathematics curriculum to improve student mathematics learning outcomes. Journal of Research on Educational Effectiveness, Advanced online publication. doi: 10.1080/19345747.2014.98002

Clarke, B., Smolkowski, K., Baker, S. K., Fien, H., Doabler, C. T., & Chard, D. J. (2011). The impact of a comprehensive tier 1 core kindergarten program on the achievement of students at risk in mathematics. Elementary School Journal, 111, 561–584. doi: 10.1086/659033

Doabler, C. T., Baker, S. K., Kosty, D. B., Smolkowski, K., Clarke, B., Miller, S. J., & Fien, H. (2015). Examining the association between explicit mathematics instruction and student mathematics achievement. The Elementary School Journal, 115, 303–333. doi: 10.1086/679969

Doabler, C. T., Clarke, B., Kosty, D., Baker, S. K., Smolkowski, K., & Fien, H. (in press). The effects of a core kindergarten mathematics program on the mathematics achievement of Spanish-Speaking English learners. School Psychology Review

Doabler, C. T., Nelson-Walker, N. J., Kosty, D. B., Fien, H., Baker, S. K., Smolkowski, K., & Clarke, B. (2014). Examining teachers’ use of evidence-based practices during core mathematics instruction. Assessment for Effective Intervention, 39(2), 99-111. doi: 10.1177/1534508413511848

Doabler, C. T., Strand Cary, M., Jungjohann, K., Fien, H., Clarke, B., Baker, S. K., Smolkowski, K., & Chard, D. (2012). Enhancing core math instruction for students at-risk for mathematics disabilities. Teaching Exceptional Children, 44(4), 48–57. doi:10.1177/004005991204400405

Training

This list does not constitute an endorsement of any of the trainers nor are CTL Marketplace licensees required to work with anyone on the list. CTL Marketplace licensees may work with any trainer of their choice. Our list is made available solely as a convenience and service to the public. Individuals with professional credentials who would like to be listed as trainers can contact us at ctl@uoregon.edu. Trainers listed below provided their own biographies and contact information.

Franca Campopian

Contact Information: pianof@mac.com; 818-522-4482

Located in: Southern California

Franca Campopiano is a lifelong educator. She earned her Masters of Education and teaching credentials at Claremont Graduate School of Education in the early 1990’s. Her career then took her on a journey as an elementary, lead and mentor teacher, and teacher supervisor in the Pasadena school system, Executive Director of Odyssey Charter School, Head of School of New Village Leadership Academy, and Founder and President of Education Management Agency. Throughout her career, Franca has been a passionate and resourceful advocate for approaches to teaching, curriculum design and school programs that recognize and value each child’s individuality. Deciding to be a stay-at-home mom, Franca recently spent a year as a coach for the Early Learning in Mathematics program. She found that coaching teachers in this rigorous and comprehensive program, allowed her to exponentially assist more students in their conceptual understanding of early mathematics.   In her spare time, Franca enjoys spending time with her two young children, reading and traveling.

Peggy Concillo

Contact Information: jpconcillo@gmail.com; 503-539-7373

Located in: Portland, Oregon

Peggy has been providing professional development in explicit mathematics and reading instruction to elementary schools for over ten years. In addition to presenting engaging workshops, she believes in working with teachers in their classrooms to achieve effective teaching practices and a high level of fidelity to the programs. Peggy has been a lead curriculum trainer of the Moving Up! Mathematics curricula in Oregon, California and Boston classrooms through research projects with the Center on Teaching and Learning. Currently, she trains and oversees coaches who work with teachers implementing Early Learning in Mathematics in kindergarten classrooms. As a kindergarten teacher herself, Peggy taught ELM to her students while it was being field-tested. With 30 years of teaching elementary students — both as a classroom teacher and an instructional specialist — she brings a wealth of experience to her work with teachers.

Ilesha Graham

Contact Information: igraham@me.com; 916-501-9700

Located in: Sacramento, California

Ilesha Graham is an educational consultant who provides professional development for school districts and teacher education programs in California. She has worked collaboratively with the University of Oregon’s Center on Teaching and Learning since July 2014 and has provided in-service and follow-up training on the Early Learning in Mathematics (ELM) program to school districts in Merced, San Joaquin, and Butte Counties. Ilesha combines over 20 years of experience in teaching, coaching, and school administration in order to provide relevant, engaging, and practical training to teachers and administrators.

Allison Firestone

Contact Information: firestone.allison@gmail.com

Located in: San Francisco, California

Allison has experience as a curriculum trainer through research projects at the University of Oregon Center on Teaching and Learning. She has worked on a kindergarten math project, in which she developed curriculum and ran teacher trainings in Northern California. Prior to working as a curriculum trainer, Allison taught special education at the elementary-school level. During her time as a teacher, Allison implemented structured programs for students with high behavioral and emotional needs, taught tier 2 and tier 3 intervention groups, and served as a member of her school district’s RTI team. Allison earned her master’s degree in special education from the University of Oregon. She also previously taught kindergarten and worked as an educational assistant.

Allison Quinteros

Contact Information: qcesar2000@yahoo.com; 925-367-7992

Located in: Northern California

Allison was born and raised in Tennessee. After graduating from Boston University in 1999 with a Bachelor of Science degree with an emphasis in Early Childhood Education, she taught first grade for one year in Covington, Tennessee before moving to Richmond, California, where she taught preschool and later kindergarten for 11 years.  She earned her Master's in Education with an emphasis in Curriculum from California State University, East Bay in 2005.  She has been a math trainer and coach since 2009, first with Contra Costa County Office of Education working with SB 472 compliance, and then in 2014-15 with WestEd, coaching and supporting 20 teachers (both bilingual and English only classrooms) in Early Learning in Mathematics.

Teresa Schantin

Contact Information: t.schantin@yahoo.com; 503-869-7763

Located in: Portland, Oregon

Teresa Schantin is deeply committed to student success. She has many years of experience working in schools as a teacher, administrator and instructional specialist. Most recently, she has worked at the University of Oregon's Center on Teaching and Learning, supporting teachers and interventionists in the implementation of both the Early Learning in Mathematics (ELM) Kindergarten program and the Whole Number Foundations Level K math intervention program. Her approach to professional development centers around two goals: To support teachers in their content comprehension and to provide strategies for effective content delivery.