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Math 381 – Summer 2011 Week 2

Math 381 – Summer 2011 Week 2 . Number Sense. Thinking with numbers. 45 min video to jump start the thinking process. Big Ideas. What is counting? How are numbers related ? Number concepts relate to the real world. Early number development is related to other math areas in 2 ways

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Math 381 – Summer 2011 Week 2

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  1. Math 381 – Summer 2011 Week 2 Number Sense

  2. Thinking with numbers • 45 min video to jump start the thinking process

  3. Big Ideas • What is counting? • How are numbers related? • Number concepts relate to the real world. • Early number development is related to other math areas in 2 ways • Measurement, data, meaning of operations • Basic facts, place value & computation • Promote good beginnings

  4. Sample activities for early counting • More/Less/Same • Find the Same Amount • Find and Press • Counting Up and Back • Counting On with Counters • Real Counting On

  5. Learning Relationships with numbers 1-10 • Patterned Sets • One and two more, one and two less • Anchor to 5 and 10 • Part-part-whole relationships

  6. Anchoring to 5 and 10 • 5 frame • Ten frame • Can you think of other games to play to help kids anchor to 5 and 10?

  7. Part-part-whole relationships • Understanding that a number can be made up of parts is a big step in number sense development • Children begin to think of numbers as compositions of other numbers • This begins the process of problem solving not applicable to younger children

  8. Activities • Build it in parts • Two out of Three = 6: 2-3-4 = 6: 5-0-1 = 6: 3-4-3 • Covered parts • Missing part cards • I Wish I Had • Computer games and activities

  9. Using dot cards or playing cards as learning tools • Let’s play a couple of games using playing cards as reinforcement tools. • War • Double War • Difference War

  10. Relationships for Teen Numbers • Understanding the relationships in 10-20 plays a big part in counting activities, in basic facts and in much of mental computation. • A set of 10 has a valuable role in understanding numbers from 10-20; i.e., 16 should be understood automatically as 10 and 6 more. • These are PRE-place value concepts

  11. Activities • Ten and Some More • More than or less than – extended • Doubles and Near Doubles • Doubling on the Calculator

  12. Adding Ideas (Units)to Numbers • By now children hopefully understand numbers • Now find what reasonably fits • If I say seven – show me seven • How does that compare with 7 dollars, or 7 feet, or 7 miles? • Ask reasonableness with a series of questions both true and false • Can a horse be 7 feet tall? • Can a house have 7 bedrooms? • Do I have 7 hands? • Are there 7 people in my family? • Did I have 7 containers of milk for lunch?

  13. Adding Ideas (Units)to Numbers, cont Have children come up with the questions. It makes them compare reasonableness with unreality A great connector is measurement. Measurement also helps with beginning estimation. Teach the word “about.” Let’s try an activity using: • More or less than • Closer to ___ or to ___ • About ___ (using benchmark numbers)

  14. Data collection and number sense • Use graphing activities to connect a child’s world with numbers. • Use favorites to make it contextual • Ask lot of number questions • Which is most/least • Which has more/less than (a number) • Which is one more or one less (or two…) • How much more is _____ than _____ • How much less is _____ than _____ • What is the difference between _____ and _____

  15. Using Data Which coin shows the most? Which coin shows the least? Which coin was one less than 5? How many more pennies are there than quarters? Than nickels? Which two coins could be added together to make the same amount as the penny? What is the difference between dimes and nickels? Which coin is one more than another? Which coins are the same? Which coin is three more than 1?

  16. Extend the Learning • 2nd and 3rd grade teachers can extend the one more one less, the spatial relationship, the anchoring, and the part-part-whole to place value concepts • If one more than 7 is 8, then one-10 more than 70 is 80, one-100 more than 700 is 800… • If a child can add on to 8 or 9 by first counting to 10 and then adding on, extending the learning to two digit numbers is simpler • If 9 can be made up of two or more parts, then why can’t 78 or 22, or 56?

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