math 381 – summer 2011 week 2
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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 - PowerPoint PPT PresentationTRANSCRIPT
MATH 381 – SUMMER 2011 WEEK 2Number 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 Measurement, data, meaning of operations Basic facts, place value & computation
Promote good beginnings
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
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
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?
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
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
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
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
ACTIVITIES Ten and Some More More than or less than – extended Doubles and Near Doubles Doubling on the Calculator
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?
ADDING IDEAS (UNITS)TO NUMBERS, CONTHave children come up with the questions. It makes
them compare reasonableness with unrealityA 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)
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 _____
USING DATA1. Which coin shows the
most?2. Which coin shows the
least?3. Which coin was one
less than 5?4. How many more
pennies are there than quarters? Than nickels?
5. Which two coins could be added together to make the same amount as the penny?
6. What is the difference between dimes and nickels?
7. Which coin is one more than another?
8. Which coins are the same?
9. Which coin is three more than 1?
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?