SNAP Program In the Classroom

What do SNAP Teachers have to say about the program?

“I would encourage any educator who teaches mathematics to young children to check out this program because there simply isn’t another one like it. It works! I now know that young children are capable of working with larger numbers than I ever imagined. Using SNAP assessments, I’ve seen my students develop in-depth understanding of critical early math concepts and leave my classroom as confident young mathematicians.”
-Judi Maynard, South Burlington Vermont School District

For which grade levels is the program appropriate?

SNAP is appropriate for all classroom teachers and special educators working with children who are functioning within the range of early numeracy concepts that are typically associated with Kindergarten and First Grade.

For what type of students is the program appropriate?

The SNAP assessment and exemplar instructional strategies are appropriate for ALL students in this (see above) developmental range.

What type of interaction occurs with students?

The assessment interview, consisting of 13 tasks, is administered individually and takes approximately 20 minutes to give. The assessment results give specific directionality for instruction for individuals, small groups, and whole classes.

How much time is spent doing the program daily/weekly?

Teachers can spend as much time daily/weekly as they desire. This decision usually depends on the unit of instruction being taught and the students being targeted. For example, with an entire class, the teacher might choose to do a 3-5 minute mini-lesson daily. With a small group, a targeted intervention might be planned for 15-20 minutes, two to three times per week. For a seriously “at risk” or developmentally delayed student, one-on-one instruction on several progressions (e.g., forward and backward number word sequences, numeral identification, and sequencing numerals) could take place for 30 minutes daily.

What areas of knowledge are worked on with students?

Forward Number Word Sequences
Finger Pattern
Backward Number Word Sequences
Numeral Identification
Sequencing Numerals
Establishing the Numerosity of a Collection
Spatial Patterns
Additive and Subtractive Tasks
Inverse Operations and Relational Thinking

What types of activities are done with students?

Following is a listing of some of the teaching exemplars that might be used:

Alternate counting
Counting on using a numeral roll, numeral track, partially screened tasks
“Tell Me” finger patterns
Cover or remove parts of the number line so students must think hard about “what number is next”, especially while crossing the decades
Practice orally forward and backward numeral sequences that cross decade numbers (and also start and stop mid-decade)
Use 5- and 10-frames
Subitizing (flashing) dot patterns
Use cut up number sentences
Use non-traditional formats such as 28 = 39 - _??_
Use multiple game formats

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