math 381 – summer 2011 week 2

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MATH 381 – SUMMER 2011 WEEK 2 Number Sense

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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 Presentation

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Page 1: Math 381 – Summer 2011  Week 2

MATH 381 – SUMMER 2011 WEEK 2Number Sense

Page 2: Math 381 – Summer 2011  Week 2

THINKING WITH NUMBERS 45 min video to jump start the thinking

process

Page 3: Math 381 – Summer 2011  Week 2

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

Page 4: Math 381 – Summer 2011  Week 2

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

Page 5: Math 381 – Summer 2011  Week 2

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

Page 6: Math 381 – Summer 2011  Week 2

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?

Page 7: Math 381 – Summer 2011  Week 2
Page 8: Math 381 – Summer 2011  Week 2

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

Page 9: Math 381 – Summer 2011  Week 2

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

Page 10: Math 381 – Summer 2011  Week 2

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

Page 11: Math 381 – Summer 2011  Week 2

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

Page 12: Math 381 – Summer 2011  Week 2

ACTIVITIES Ten and Some More More than or less than – extended Doubles and Near Doubles Doubling on the Calculator

Page 13: Math 381 – Summer 2011  Week 2

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?

Page 14: Math 381 – Summer 2011  Week 2

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)

Page 15: Math 381 – Summer 2011  Week 2

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 _____

Page 16: Math 381 – Summer 2011  Week 2

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?

Page 17: Math 381 – Summer 2011  Week 2

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?