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in teaching numeracy
with Dr. Christine M. Stearns, Ed.D.



The term “balanced numeracy” comes from the ideas of balanced literacy. 


Since the goal of balanced literacy is to help students to comprehend and make meaning of words, then the goal of balanced numeracy is to help students comprehend and make meaning of numbers. 


Both balanced literacy and balanced numeracy include components such as: modeling, vocabulary development, peer discussions, building on prior knowledge, independent practice, close read/problem analysis, and metacognition.


These workshops will introduce you to ways to incorporate best common practices of teaching literacy to teaching Mathematics.


Educators K to 6, Administrators, Teachers in training, Educational Assistants and Aides, Education Consultants, Paraprofessionals, Title 1 Members/Staff

Day Long Balanced Numeracy Worshop

Participants will learn

  • easy-to-implement strategies to incorporate more reading and writing into their mathematics instruction

  • use of common literacy practices such as visualizing, predicting, and making connections to improve  mathematics instruction.

  • integration techniques for mathematics to be incorporated in literacy teaching blocks.



Example of a schedule

8:00 - 8:30 : Check-in

8:30 – 9:00: Introductions and agenda overview

9:00 – 10:00: What is Balanced Numeracy Instruction?

10:00 -11:00: How do you incorporate reading and writing into your math instruction?

11:00 – 11:15: Morning break

11:15 – 12:15 What do collaborative conversations and pair work look like in math class?

12:15 – 1:15 Lunch on your own

1:15 – 2:15:  Vocabulary, word walls and word work, math style

2:15 – 2:30: Afternoon break

2:30 – 3:30: Visualization, connections and determining importance, math style.

3:30 – 3:45: Questions, workshop evaluations, dismissal





“Math is a life skill, language based, vocab is essential” ~ Karen (Special Education)


Thank you Christine for being our Zen master along the mathematical journey towards a balanced math framework. ~Amy, 1st grade teacher


“I used to think: Math read-alouds weren’t that helpful. Now I think: They are!” ~Linda (Third Grade)


“The addition of mathematical themed based read-alouds help students to begin to organize and think more abstractly and providing chances for children to orally explain their thinking, along with the manipulatives.” ~ Candy (Readiness)


“My students are answering the open response questions in Math much better now because of the things I am doing in my other subject areas.  They are seeing that they need to explain their thinking well in all the areas.” ~ Stephanie (Fifth Grade)




Hyde, A. (2006). Comprehending math: Adapting reading strategies to teach mathematics, K-6. Portsmouth, NH: Heinemann.


Sousa, D. (2008). How the brain learns mathematics. Thousand Oaks, CA: Corvin Press. 


PowerPoint from BLC16 Conference

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