Building Addition for Young Learners
Online Workshop
Building Addition for Young Learners Online Workshop
K-2 teachers, are you . . .
✔ struggling to help your students make sense of addition?
✔ unsure if the addition algorithm can help all your students?
✔ excited to learn powerful addition strategies and how to teach them?
✔ hoping to develop your own additive reasoning?
K-2 teachers, are you . . .
✔ struggling to help your students make sense of addition?
✔ unsure if the addition algorithm can help all your students?
✔ excited to learn powerful addition strategies and how to teach them?
✔ hoping to develop your own additive reasoning?
Ready to conquer addition?
We got you.
This workshop is everything you need. 7 modules, 7 weeks, a powerful transformation to make a REAL impact for your students. $347
Leaders - Looking for packages to support groups?
"If you have even one student in your class that struggles with math, then take a Pam Harris workshop."
-Christopher Peterson, West High School, CA
From Participants of the Live Workshop
What will I learn from this workshop?
Why should I attend this workshop?
Leah thinks this workshop will help you be a better teacher, a better learner, and look at math in a way that brings understanding to you and your students!
What was the instruction like?
Angela says it has changed the way she thinks about math and the way she will teach math!
Is this workshop good for new or veteran teachers?
After participating in the workshop Sara has been able to experience what inquiry based teaching look likes and is excited to have her students be the leaders of their mathematical discussions.
Is this workshop useful for a leader/coach?
Sunny feels all educators will benefit from this course, first year teachers, veteran teachers, instructional coaches, anyone that works with students will walk away a better math educator.
What if I've taken a Pam Harris workshop before?
After attending the workshop, Caitlyn felt empowered and saw herself as a mathematician. She feels she can now transfer this feeling to the teachers she coaches and to students.
Stephanie has been to multiple Pam Harris workshops, but left this one with new things to ponder and renewed excitement.
From Participants of the Live Workshop
What will I learn from this workshop?
Leah thinks this workshop will help you be a better teacher, a better learner, and look at math in a way that brings understanding to you and your students!
What was the instruction like?
After participating in the workshop Sara has been able to experience what inquiry based teaching look likes and is excited to have her students be the leaders of their mathematical discussions.
Is this workshop useful for a leader/coach?
After attending the workshop, Caitlyn felt empowered and saw herself as a mathematician. She feels she can now transfer this feeling to the teachers she coaches and to students.
Why should I attend this workshop?
Angela says it has changed the way she thinks about math and the way she will teach math!
Is this workshop good for new or veteran teachers?
Sunny feels all educators will benefit from this course, first year teachers, veteran teachers, instructional coaches, anyone that works with students will walk away a better math educator.
What if I've taken a Pam Harris workshop before?
Stephanie has been to multiple Pam Harris workshops, but left this one with new things to ponder and renewed excitement.
A 7-week deep dive into developing counting and addition for young learners
Learn:
- the top counting and addition strategies and how to help students transition from using counting strategies to additive thinking
- the most important counting and additive models, the order to use, and their purposes
- how to develop the counting sequence, using counting to solve problems and develop additive reasoning in young learners, K-2
Runs February 18, 2025 - June 9, 2025. That is 7 weeks of content with 9 additional weeks access. All for $347!
A 7-week deep dive into developing counting and addition for young learners
Learn:
-
the top counting and addition strategies and how to help students transition from using counting strategies to additive thinking
-
the most important counting and additive models, the order to use, and their purposes
-
how to develop the counting sequence, using counting to solve problems and develop additive reasoning in young learners, K-2
Runs February 18, 2025 - June 9, 2025. That is 7 weeks of content with 9 additional weeks access. All for $347!
What is in the Workshop?
Module 1: What is Additive Reasoning?
What Will I Learn?
- What "Math is Figure-Out-Able" means, what is real math, and what it means to mathematize
- How to help students think like young mathematicians
- Why it is important to develop reasoning, not just get answers
- Two important addition relationships and strategies
- Steps to take action in your classroom
Why Is This Important?
This is the why, the background, the setting that sets the stage for the rest of the workshop, so that you can implement lessons and strategies knowing how it all fits together.
___________________________________________________
Module 2: Building Counting Strategies
What Will I Learn?
- What the various counting strategies are and what they can look like
- What the big ideas are young learners need to develop
- How to use a Landscape of Learning framework to recognize and plan for mathematical growth
- What the various problem types are and how rigor is affected
- How to help students grow their brains into more sophisticated thinking
Why Is This Important?
Learning to count is more than just singing the names of the numbers in order. Young students have so much to learn about one-to-one correspondence, numbers and quantity, and magnitude and hierarchy.
Giving students valuable experiences to develop these big ideas is not trivial. Teachers need to know the major milestones and how to help students develop these milestones.
___________________________________________________
Module 3: Building Single-digit Addition
What Will I Learn?
- What the important additive relationships are that students need to build to own their addition facts
- How to help young learners construct the meaning and language of “teens”
- How to use the visual structure of the number rack and number line to support student growth
- How to represent student thinking on the open number line
- Instructional routines, Problem Strings, and games to build numerical relationships and develop additive strategies
Why Is This Important?
Moving young learners from counting to additive thinking is necessary for their brains to construct neural pathways of increased sophistication. Students may be able to get answers to addition problems through counting by ones, but they need to be able to think in groups larger than ones.
Students need to construct relationships between numbers in order to manipulate them with purpose and efficiency. Students benefit from seeing addition on models as visual representations of numerical and spatial relationships.
___________________________________________________
Module 4: Building Place Value Understanding
What Will I Learn?
- Rich Task Activities to build the big idea of equivalency
- How the place value understanding is more than just place value labeling
- A Problem String to support and build place value equivalencies
- What the instructional routine “Count Around” looks like and how it can help build place value understanding and additive thinking
Why Is This Important?
As students move beyond single-digit addition, they need to understand and have facility with our place value system in order to continue to construct relationships between numbers. Students need time and experience messing with our complicated number system in order to make sense of the multiplicative relationships conveyed through the location of digits.
This module focuses on how to build deep understanding of our base 10 system through multiple activities and instructional routines.
___________________________________________________
Module 5: Building Multi-digit Addition
What Will I Learn?
- The 4 essential addition strategies students need
- How to build the important model of the open number line
- Which models are for building relationships and which models are efficient for computing
- How models and strategies work together and how they differ
- Games that support additive thinking and are easily differentiated
- How to use Problem Talks for formative assessment
- Steps to take action in your classroom
Why Is This Important?
You can solve any addition problem – that's reasonable to solve without a calculator - by using one of the four major addition strategies. It's not about a huge, undefinable set of strategies. Rather, it's about building relationships in students' minds so that these strategies become natural inclinations. Students look at the problem and let the numbers dictate the strategy based on the inherent relationships.
To construct these relationships, students need visual representations of addition as numerical and spatial relationships. Students also need to transition to use those models as tools for thinking. Teachers need to know the progression of models, which ones are transitional and temporary, which ones support efficient computing, and how to model-represent student thinking.
___________________________________________________
Module 6: Top 3 Types of Tasks for Student Success
What Will I Learn?
- Rich tasks to develop concepts
- Problem Strings to introduce and solidify strategies, models, and concepts
- Problem Talks to compare strategies
- How to sequence lessons to maximize learning
- Steps to take action in your classroom
Why Is This Important?
This is the how-to-do-it module. We study different types of instructional tasks and routines, discerning their role in constructing mathematical ideas in learners’ brains. Our goal is to always be moving the math and the mathematician forward. Understanding how to use and leverage different instructional tasks allows you to ensure success for all your students all of the time.
___________________________________________________
Module 7: High-leverage Teacher Moves to Move the Math Forward
What Will I Learn?
- High leverage teacher moves to encourage student sense making
- Teacher moves that support equity and access
- Teacher moves to differentiate — to support and challenge all learners
- How to support meaningful discourse to facilitate learning
- Steps to take action in your classroom
Why Is This Important?
Teaching in a way that allows all students to learn and grow is not a trivial task. In this module, you’ll learn the high-leverage teacher moves that make the learning happen like a pro.
___________________________________________________
Live Q&A Sessions With Pam
During the workshop you will have the opportunity to submit questions to Pam for her to answer during two live Q&A sessions. The sessions will be recorded and you will have access to them.
What is in the Workshop?
Module 1: What is Additive Reasoning?
What Will I Learn?
- What "Math is Figure-Out-Able" means, what is real math, and what it means to mathematize
- How to help students think like young mathematicians
- Why it is important to develop reasoning, not just get answers
- Two important addition relationships and strategies
- Steps to take action in your classroom
Why Is This Important?
This is the why, the background, the setting that sets the stage for the rest of the workshop, so that you can implement lessons and strategies knowing how it all fits together.
_____________________
Module 2: Building Counting Strategies
What Will I Learn?
- What the various counting strategies are and what they can look like
- What the big ideas are young learners need to develop
- How to use a Landscape of Learning framework to recognize and plan for mathematical growth
- What the various problem types are and how rigor is affected
- How to help students grow their brains into more sophisticated thinking
Why Is This Important?
Learning to count is more than just singing the names of the numbers in order. Young students have so much to learn about one-to-one correspondence, numbers and quantity, and magnitude and hierarchy.
Giving students valuable experiences to develop these big ideas is not trivial. Teachers need to know the major milestones and how to help students develop these milestones.
_____________________
Module 3: Building Single-digit Addition
What Will I Learn?
- What the important additive relationships are that students need to build to own their addition facts
- How to help young learners construct the meaning and language of “teens”
- How to use the visual structure of the number rack and number line to support student growth
- How to represent student thinking on the open number line
- Instructional routines, Problem Strings, and games to build numerical relationships and develop additive strategies
Why Is This Important?
Moving young learners from counting to additive thinking is necessary for their brains to construct neural pathways of increased sophistication. Students may be able to get answers to addition problems through counting by ones, but they need to be able to think in groups larger than ones.
Students need to construct relationships between numbers in order to manipulate them with purpose and efficiency. Students benefit from seeing addition on models as visual representations of numerical and spatial relationships.
_____________________
Module 4: Building Place Value Understanding
What Will I Learn?
- Rich Task Activities to build the big idea of equivalency
- How the place value understanding is more than just place value labeling
- A Problem String to support and build place value equivalencies
- What the instructional routine “Count Around” looks like and how it can help build place value understanding and additive thinking
Why Is This Important?
As students move beyond single-digit addition, they need to understand and have facility with our place value system in order to continue to construct relationships between numbers. Students need time and experience messing with our complicated number system in order to make sense of the multiplicative relationships conveyed through the location of digits.
This module focuses on how to build deep understanding of our base 10 system through multiple activities and instructional routines.
_____________________
Module 5: Building Multi-digit Addition
What Will I Learn?
- The 4 essential addition strategies students need
- How to build the important model of the open number line
- Which models are for building relationships and which models are efficient for computing
- How models and strategies work together and how they differ
- Games that support additive thinking and are easily differentiated
- How to use Problem Talks for formative assessment
- Steps to take action in your classroom
Why Is This Important?
You can solve any addition problem – that's reasonable to solve without a calculator - by using one of the four major addition strategies. It's not about a huge, undefinable set of strategies. Rather, it's about building relationships in students' minds so that these strategies become natural inclinations. Students look at the problem and let the numbers dictate the strategy based on the inherent relationships.
To construct these relationships, students need visual representations of addition as numerical and spatial relationships. Students also need to transition to use those models as tools for thinking. Teachers need to know the progression of models, which ones are transitional and temporary, which ones support efficient computing, and how to model-represent student thinking.
_____________________
Module 6: Top 3 Types of Tasks for Student Success
What Will I Learn?
- Rich tasks to develop concepts
- Problem Strings to introduce and solidify strategies, models, and concepts
- Problem Talks to compare strategies
- How to sequence lessons to maximize learning
- Steps to take action in your classroom
Why Is This Important?
This is the how-to-do-it module. We study different types of instructional tasks and routines, discerning their role in constructing mathematical ideas in learners’ brains. Our goal is to always be moving the math and the mathematician forward. Understanding how to use and leverage different instructional tasks allows you to ensure success for all your students all of the time.
_____________________
Module 7: High-leverage Teacher Moves to Move the Math Forward
What Will I Learn?
- High leverage teacher moves to encourage student sense making
- Teacher moves that support equity and access
- Teacher moves to differentiate — to support and challenge all learners
- How to support meaningful discourse to facilitate learning
- Steps to take action in your classroom
Why Is This Important?
Teaching in a way that allows all students to learn and grow is not a trivial task. In this module, you’ll learn the high-leverage teacher moves that make the learning happen like a pro.
_____________________
Live Q&A Sessions With Pam
During the workshop you will have the opportunity to submit questions to Pam for her to answer during two live Q&A sessions. The sessions will be recorded and you will have access to them.
Registration ends February 14, 2025
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Workshop starts February 18, 2025
What Participants Have to Say
This workshop is amazing! It has completely changed how I think about and how I will teach math!
This workshop is so engaging and fun. Everything was applicable and easy to see how can take it right back to the classroom.
Angela Cardenas - Instructional Coach
This was so great! You can use every last thing from this workshop! Everyone is a mathematician when you believe that math is figureoutable.
Leah Jameson - Instructional Coach
This workshop has opened my eyes to reaching "real math"! I wasnt sure if this workshop would apply to me since I teach kindergarten, but I learned so many new things that I can't wait to use in my classroom.
Tiffany Myers - kindergarten teacher
Pam has a positive and encouraging energy! I would tell others to participate in order to feel empowered and more competent as a math teacher.
Pam used case studies and interviews with real children of which she then showed video footage. This was so helpful instead of just discussing or predicting how our students would respond to her strategies. Pam also has such positive energy!
Sloan Hickey - kindergarten teacher
Overall I am in awe. I knew relationships with numbers were important, but not sure how to do it. I would tell a friend to come with an open mind. I am new to 1st grade. I now know how to purposefully differentiate without being obvious.
Lorrie Crain - 1st grade teacher
Pam not only teaches you what to teach, but models how to teach it.
Sara Simpson - kindergarten teacher
What Participants Have to Say
This workshop is amazing! It has completely changed how I think about and how I will teach math!
This workshop is so engaging and fun. Everything was applicable and easy to see how can take it right back to the classroom.
Angela Cardenas - Instructional Coach
This was so great! You can use every last thing from this workshop! Everyone is a mathematician when you believe that math is figureoutable.
Leah Jameson - Instructional Coach
This workshop has opened my eyes to reaching "real math"! I wasnt sure if this workshop would apply to me since I teach kindergarten, but I learned so many new things that I can't wait to use in my classroom.
Tiffany Myers - kindergarten teacher
Pam has a positive and encouraging energy! I would tell others to participate in order to feel empowered and more competent as a math teacher.
Pam used case studies and interviews with real children of which she then showed video footage. This was so helpful instead of just discussing or predicting how our students would respond to her strategies. Pam also has such positive energy!
Sloan Hickey - kindergarten teacher
Overall I am in awe. I knew relationships with numbers were important, but not sure how to do it. I would tell a friend to come with an open mind. I am new to 1st grade. I now know how to purposefully differentiate without being obvious.
Lorrie Crain - 1st grade teacher
Pam not only teaches you what to teach, but models how to teach it.
Sara Simpson - kindergarten teacher
I’m Pam Harris and I empower teachers to be the teacher they want to be.
______________________________________________________
I have been working with educators for over 20 years as a classroom teacher, university instructor, and teacher trainer as well as writing books and creating resources for teachers.
As a beginner teacher, I worked hard to make lessons understandable and interesting but I didn’t realize how much I relied on rote memorization and repeating procedures until I immersed myself in math research. This fundamentally changed the way I do and teach mathematics so that teachers and students reason mathematically, not mimic like robots.
I’m Pam Harris and I empower teachers to be the teacher they want to be.
______________________________
I have been working with educators for over 20 years as a classroom teacher, university instructor, and teacher trainer as well as writing books and creating resources for teachers.
As a beginner teacher, I worked hard to make lessons understandable and interesting but I didn’t realize how much I relied on rote memorization and repeating procedures until I immersed myself in math research. This fundamentally changed the way I do and teach mathematics so that teachers and students reason mathematically, not mimic like robots.
How Does The Workshop Compare?
Learn more about how to earn credits through University of Massachusetts Global.
Take the Workshop on Any Device
My Guarantees
✔ If you complete my workshop and do not learn anything that you can use in your classroom, email me at [email protected] within 10 business days of the workshop ending and I will give you a full refund.
✔ You will feel very supported because there are live Q&A sessions to ask questions, bonus videos and materials, as well as optional activities.
✔ I estimate an average of 2 hours of work each week for this seven-week workshop. You will have access to the workshop content for 16 weeks.
My Guarantees
✔ If you complete my workshop and do not learn anything that you can use in your classroom, email me at pam@mathisfigure outable.com within 10 business days of the workshop ending and I will give you a full refund.
✔ You will feel very supported because there are live Q&A sessions to ask questions, bonus videos and materials, as well as optional activities.
✔ I estimate an average of 2 hours of work each week for this seven-week workshop. You will have access to the workshop content for 16 weeks.
Frequently Asked Questions (FAQ)
How does it compare to a math conference?
Math conferences can be hit or miss, depending on the presenters you see. In the best case scenario, you see many great presenters, but when you only spend 60 to 90 minutes with them, you rarely leave with enough experience to comfortably implement what you learned. In the worst case scenario, you see many mediocre presenters with disconnected topics and it can feel like a big waste of time.
In contrast, my workshop is an extended experience that is cohesive and coherent with specific topics. This workshop focuses on developing Additive Reasoning. In the course we will therefore explore lesson types, models, and high-leverage teacher moves that will help students progress from Counting Strategies to Additive Reasoning in their Development of Mathematical Reasoning.
How does your workshop compare to an online university professional development course?
Because this workshop is offered online with 7 weeks of content available for 16 weeks, you have lots of flexibility in where and when to work on it.
There are both big picture ideas to chew on and lots of activities you can implement right away in your math class.
What are the start and end dates of this workshop?
Registration opens Wednesday, January 29, 2025 at 7:00 AM CDT and ends Friday, February 14, 2025 at 7:00 PM CDT.
The workshop begins on February 18, 2025 and ends on June 9, 2025. That includes 7 weeks of content with 9 additional weeks access.
Which grade levels are this workshop intended for?
This workshop is for anyone who teaches additive reasoning, what leads into it, and what comes after. That said, it is directly for Kindergarten through 2nd grade teachers, although 3rd grade teachers would find it useful as well.
Anyone who works as a leader, instructional coach, PD facilitator, or trainer will also find this workshop useful.
What technical requirements are there?
This is an online workshop, so you need to have an Internet-connected device and feel comfortable browsing websites. Most devices including computers, tablets (such as iPads), and phones should have no problem using the site.
You will need to have the ability to watch videos—some school districts block websites that play videos. If you can see the video at the top of this page, you're probably going to be fine.
Please ensure that emails from [email protected] are being received and not going to your SPAM folder.
If none of those options allow you to receive emails from [email protected], then please email [email protected] and we will work to resolve the issue.
Is there a flyer I can download and print?
Yes. Download the flyer here and feel free to share it with others.
Is there a flyer I can download and print?
Yes. Download the flyer here and feel free to share it with others.
Registering for the workshop
What if I can't get approval to register before the registration deadline?
I totally get that a three-week window makes registering for my workshop challenging when it takes a long time to get approval from your administrators or school district. In most cases, we can usually find a way to make this work. Email me at [email protected] about your situation and we can take it from there.
I'm interested in your workshop, but I can't afford it. Is there something you can do?
I want this workshop to be accessible to everyone. So, please email me at [email protected], explain your situation, and we'll see what we can work out.
What if I can't get approval to register before the registration deadline?
I totally get that a one-week window makes registering for my workshop challenging when it takes a long time to get approval from your administrators or school district. In most cases, we can usually find a way to make this work. Email me at [email protected] about your situation and we can take it from there.
How do I register more than one teacher at a time?
Registering multiple people is most easily accomplished by instructing all participants to go to www.mathisfigureoutable.com/bayl and having them register themselves.
If this presents a problem to you, you can also submit a PO request HERE
What happens right after I register?
You should receive two emails shortly after you register. One email will be a confirmation of your registration. Another email will be from me and will have all the information you'll need to get started. At the bottom of that email will be a button you can click to get started.
You can always find the workshop by logging in on the Mathisfigureoutable.com homepage and going to the My Content tab. There you will find the workshop and any other content linked to your account.
Can I pay with a purchase order?
Of course! It's a two step process.
Step 1: Gather the names and emails of all teachers being paid for with the purchase order. Send that information to [email protected]. Please format it as follows: First name Last name, Email ([email protected])
Step 2: Fill out this Purchase Order Request Form.
We'll take it from there!
Need help requesting funding from your school?
Use this template in Google Drive or contact [email protected] for a PDF version
The workshop experience
What role does Pam have in this workshop?
This is not a workshop where you never hear from the instructor after you sign up. In addition to sending out weekly emails about what to expect, my team and I will be very engaged on the message board and interact with posted questions and comments. Please email support@
Are your workshop videos closed captioned? Transcripts?
Yes, all videos used in this workshop have closed captions entered by hand.
In addition to closed captioning, transcripts are available for download.
Do I have to be online at a specific time for this workshop?
No. This workshop is set up so that you can do it at any time of the day or night.
How much time will this workshop take each week?
Workshop participants can spend an average of about 3.5 hours per module. There are seven modules over the seven-week workshop. Some modules, especially modules 2 and 3, require more time than others. However, remember that even though the workshop is seven weeks, you have access to the content for sixteen weeks.
What homework or extra assignments are there?
While there are no homework or extra assignments associated with this workshop, I provide several things to try in your class. We explore these tasks in terms of how you experience them, how students experience them, and how teachers facilitate them. There is a message board you can interact with others on. There are no papers, reports, essays, or other written documents you must do as a part of this workshop.
When do the live Q&As take place?
The first Q&A takes place around the time that module 7 is released and another is held near the end of the workshop. You can add your questions to the "Live Q&As with Pam" section. I will endeavor to answer as many of these questions as I can during the scheduled workshop Q&As.
Dates, times, and information about how to join the live Q&As will be provided in your workshop specific emails and inside the "Live Q&As with Pam" module.
After the workshop ends
Can I earn a Professional Development Unit (PDU) for this workshop?
Yes! We are partnered with University of Massachusetts Global so you can earn 1 to 4 Graduate Level Professional Development Units. In order to earn PDU's, you need to apply for admission to University of Massachusetts Global, pay $80 per PDU, complete the online workshop, and complete the university's assignments.
Go to the Pam Harris Consulting partnership page, then click on Register Now to get started. Choose EDTU 9076 to register for Building Addition for Young Learners.
Please check with your school or district to determine whether these credits are accepted. Note that these credits require additional fees ($80 per credit) and follow-up assignments.
Can I get a certificate of participation?
Yes. After you complete all the lessons and the workshop feedback form, you will receive an electronic certificate of participation via email. If you need specific information on your certificate of participation, just email [email protected] and explain what you need to have added.
What is your refund policy?
If you complete my workshop and do not learn anything that you can use in your classroom, email me at [email protected] within 10 business days of the workshop ending and I will give you a full refund.