## Push In Posters for Early Mathematics

As students are playing and exploring mathematics there are times when teachers can step back, watch, and document the learning.  These moments allow teachers to assess the students understanding of the concepts and formulate ideas for future instruction.  At other times students may require teachers to “push in” to the conversations and explorations to support students in making connections, taking next steps, and engaging in mathematical conversations.  Pushing in may look like a teacher pulling up a chair and joining the group or placing a support in front of students to direct the conversations and the learning.   One tool for this support can be Push in Posters.  These posters can put beside students to help them assess vocabulary, or make a connection. What I like about using them is that the support right beside the learners and not across the room like a Math Wall may be.  To support your young mathematicians I have created Push In Posters for Number Recognition, Patterns, and Shapes in both English and French.  I hope that you find them helpful.

## Mathematical Clotheslines

A Mathematical Clothesline is a great visual tool to support students in reasoning proportionally with numbers.  Students can work cooperatively to place a set of concept cards (various representations of number) on the line in a position that makes sense proportionally.  As students place the cards on the line they need to consider the card they have, the cards left to position, and any benchmark numbers (numbers that assist in estimation and tend to be multiples of 5 or 10) that are already present.  Mathematical Clotheslines differ from a formal number line in that cards are not placed in a measured and scaled sequence, but simply displayed in a specific order.

I have seen many clothes line activities online in recent months but only recently this activity for younger students.  Janice Novakowski recently created this post which inspired me to explore her idea to use this tool with younger students.  I expanded on her idea by adding in number words in English and French as indicated by our grade one curriculum outcome.  I have also created a fraction version.

In both of the Mathematical Clotheslines below students have multiple representations of numbers to work with.  Not all representations need to be introduced and used at the same time.  As students expand on their understanding of different ways to represent numbers and fractions pictorially more and more representations can be added to the activity and become a topic of discussion in the classroom.