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# TIPM3 Kindergarten and First Grade

TIPM3 Kindergarten and First Grade. November 30, 2011. Announcements. Agenda. Review of Homework You tested your children. Now what? Counting and Cardinality Number Relationships Using Language and Visualization to Teach Place Value Relating Ideas from Workshop to Textbook Time

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## TIPM3 Kindergarten and First Grade

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1. TIPM3Kindergarten and First Grade November 30, 2011

2. Announcements

3. Agenda • Review of Homework • You tested your children. Now what? • Counting and Cardinality • Number Relationships • Using Language and Visualization to Teach Place Value • Relating Ideas from Workshop to Textbook • Time • Reflection and Evaluations

4. Reflect What should students know about the number 8? • In your notebook make a list of all the important ideas that you think your children should know about the number 8. We will revisit this later.

5. Counting and Cardinality • Fosnot and Dolk (2001) make it clear that understanding of cardinality is not a simple matter for 4 year old children. Children will learn how to count (matching words with objects) before they understand that the last count word indicates the amount of the set or the cardinality of the set. Children who made this connection are said to have the cardinality principle.

6. Assessment for Cardinality • Show a child with a card with 5-9 large dots in a row so they can easily be counted. Ask the child to count the dots. • If the count is accurate, ask, “How many dots are on the card?” Many children will count again. If they understand the first count, they will not count them again. • Have the child get the same number of counters as there are dots on the card. Watch for: • Does the child recount the dots on the card? • Does the child count the counters or place them one-to–one on the card? • Is the child confident that there is the same number of counters as dots?

7. Counting On • Each child receives 10-12 counters that the children line up on their desk. • Tell them to count 4 counters and push them under their left hand (or place them in a cup.) • Point to their hand and ask how many are there. (Four) • Then count like this: f-o-u-r (pointing to their hand), five, six, etc. • Repeat with other numbers under their hand.

8. Counting On Game • This game is for two children and a deck of cards with numbers 1 to 7, a RNG (die), a paper cup, and some counters. • The first player turns over the top card and places that many counters in the cup. Place the card next to the cup. • The second child rolls the die and places that many counters next to the cup. • Together they decide how many counters there are in all. • Assessment: Watch to see how they count

9. More Activities to Develop Number Sense • Once the concept of cardinality is acquired, little is gained from the counting activities described so far. • Now they need to develop number relationships. • Patterned sets – children tell how many there are without counting • One and two more, one and two less – this involves more than counting back and forth. Children should know that 7 is one more than 6. • Anchors or benchmarks of 5 and 10 • Part-part-whole relationships

10. More or Less • Use Blackline Master to make a deck of More-or-Less cards. • Make 2 sets of cards with the numbers 3-10. • Groups of two or more • Cup and 12 counters

11. One or Two, More or Less • First child draws a number card and places it face up so all can see. That number of counters is put in the cup. • Next child draws a More-or-Less card and places it next to the number card. • Counters are added or removed from the cup, unless the zero card is drawn. • Each child predicts the number of counters that are in the cup. • Counters are dumped out and counted, ending that round of the game.

12. Relationships of More, Less, and Same • It is easy for children to choose the set that has more. • Although it is related, “less” is more difficult • A More or Less Fish Story

13. More or Less on the Numberline • Monster Squeeze • Player 1 places one monster at each end of the number line, facing each other. That same player chooses a mystery number between 1 and 10 and writes it on a piece of paper. • Player 2 guesses a number. • Player 1 says whether the number guessed is too low or too high and covers the number with a monster. • Player 2 keeps guessing and moving the monster until the mystery number is guessed or squeezed.

14. Calculators 1 • Every child should have a calculator • Begin by pressing the clear key. • Teacher says a number and the children press that number on the calculator. • Begin with single digit numbers, then progress to two or three numbers in succession.

15. Calculator: Two More Machine • Every child should have a calculator • Press 0 + 2 = • This makes the calculator a two-more-than machine • Press any number. Hold your finger over the = sign without pressing. • Guess the number that is two more than 5. • Press the = button to confirm.

16. Anchoring Numbers to 5 and 10 • Crazy Mixed Up Numbers • Child dictates a series of 10 numbers which they are working on. Teacher writes them in a column of a hundred- square paper. • Separate the columns and give one to each pair of children. • One student reads the first number while the second students places counters on the ten-frame. • As the numbers are read, the child moves the counters to represent the new number.

17. Language and Visualization to Teach Place Value • Read pages 237-241 (Up to the classroom study) • Use “Save the Last Word for Me strategy.

18. LUNCH

19. Anchoring Numbers to 5 and 10 • The Five Frame • Only one counter is allowed in each section. • No other counter is allowed on the five frame mat. • Show 3 on the five frame. • What can you tell us about 3 from your five frame?

20. Anchoring Numbers to 5 and 10 • The Ten Frame • Always fill the top row first, starting on the left, the same as you read. • When the top row is full, counters are placed on the bottom row, also from left to right. • At the beginning, children will count every counter on the ten frame. Some will take every counter off before showing another number. Others will notice a pattern and take off only what is required. • DO NOT PRESSURE THE STUDENTS. • How children use the ten frame provides you with insight into student’s current number concept development.

21. Anchoring Numbers to 5 and 10 • Put eight counters on the ten-frame. • What are the different relationships for the number 8? • What is the role of 5 and 10 in the problem 8 + 6?

22. Anchoring Numbers to 5 and 10 • Put eight counters on the ten-frame • What is the role of 5 and 10 in the problem 13 – 8?

23. Ten Frame Flashes • Get Ready!

24. Ten Frame Flash How many?

25. Ten Frame Flash How many?

26. Ten Frame Flash How many? Ready for the next one?

27. Ten Frame Flash How many?

28. Ten Frame Flash How many?

29. Ten Frame Flash How many dots? How many spaces? Ready for the next one?

30. Ten Frame Flash How many?

31. Ten Frame Flash How many?

32. Ten Frame Flash How many dots? How many spaces? Ready for the next one?

33. Ten Frame Flash How many?

34. Ten Frame Flash How many?

35. Ten Frame Flash How many dots? How many spaces?

36. What should students know about the number 8? • Look at your notes from this morning. • Make any additions that seems appropriate

37. Reflection • How are the ideas we discussed reflected in your textbook?

38. Evaluation • What did you learn that may have surprised you? • What did we do that reaffirmed what you already knew? • What will you try when you go back to your classroom?

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