developing number sense in kindergarten. our challenge to create a classroom where students make...
TRANSCRIPT
Developing Number Sense in Kindergarten
Our Challenge
• To create a classroom where students make sense of math.
• To help develop flexible, intuitive thinking with numbers.
Not…What am I going to teach?
But…What are my students going to learn?
Number Sense
Quick Write
• For 1 minute, jot down as many “parts” of “Number Sense” that you can.
• Find a partner. Compare your list with your partner’s list. Create a “joint” list.
• Find a pair. Compare your joint list with your pair’s joint list. Create a “master” list.
• Together, compare your master list with the list on the next screen. What needs to be added to the list on the screen?
Number Sense Components
• Develop one-to-one correspondence
• Understand cardinality• Construct quantities• Represent numbers• Recognize relationships
among numbers• Use conservation of
number• Build visual images of
quantities• Recognize inclusion
• Make reasonable estimates • Make comparisons• Use symbols to represent
numbers and relationships• Build an understanding of
place value• Compute fluently • Connect meanings of
operations and how they relate to one another
DevelopingNumber Sense
is much more than memorizing
facts&
symbols!
What Do We Know about “8”?
• Count to eight (know the number words).
• Count eight objects and know that the last number word tells how many.
• Write the numeral 8.• Recognize the numeral 8.• More and less by 1 and 2: 8 is
one more than 7, one less than 9, two more than 6, and two less than 10.
• Spatial patterns for 8 such as
• Anchors to 5 and 10: 8 is 5 and 3 more and 2 away from 10.
• Part-whole relationships: 8 is 5 and 3, 2 and 6, 7 and 1, and so on.
• Other relationships such as– Doubles: double 4 is 8– Relationships to the real world:
8 is one more than the days of the week, my brother is 8 years old, my reading book is 8 inches wide.
Foundation of K• Comparing: More, Less- without counting• Counting– Forward Number Sequence– One-to-One Correspondence– One-to-One Tagging– Cardinality– Keeping Track– Concept of Zero
• Comparing: More, Less, Same- with counting• Numeral Recognition and Writing
Foundation of K
• Subitizing• Relationships Between & Among 1-10– Inclusion– One more/less– Benchmark numbers: 5 & 10– Part, part, whole– Sense of equality– Informal language to describe joining & separating
problems
• Symbols & Notation– (+) (-) (=)
Comparing: without counting
• 1-2-3 Snap It! • Dot Cards
Counting
• Forward Number Sequence
• One-to-One Correspondence
• One-to-One Tagging• Cardinality• Keeping Track• Concept of Zero
Answers the question,
“How many?”
Let’s Watch!
Counting
• Forward Number Sequence
• One-to-One Correspondence
• One-to-One Tagging• Cardinality• Keeping Track• Concept of Zero
One-to-One Correspondence
One-to-One Tagging
Exploration Stations: Counting
• Find a partner.• Play each game and explore each activity with your
partner.• Check off each station as completed.• Record ideas, extensions and additional explanations
you want to remember about each of the stations.• Notice how “recognizing and writing numerals” are
varied throughout the stations.• Be prepared to share your thoughts & experiences
afterwards.
Exploration Stations: Counting
• Your Thoughts and Experiences!
Exploration Stations: Counting
• Recognizing and Writing Numerals– Said aloud– Label work with number tiles, cards, etc.– Write the numeral
• Strategies– Dot die vs. number cube– Written numeral & representation together– Models of numerals provided
Side Note: Terminology• Numbers
– Numbers are concepts or ideas. The number six for example, is the idea of ‘six-ness’.
• Number Words– Number words are the names for numbers… usually refer to
spoken or heard number words.• Digits
– The digits are the ten basic symbols in the numeration system (the system of symbolizing numbers).
– The digits are 0, 1, 2, … 9.• Numerals
– Numerals are written symbols for numbers, for example, 27, 246, 8. The ten digits from 0 to 9 can also be referred to as numerals.
Comparing
• More than• Less than• Same (amount) as
Answers the question,
“How are these sets alike… how
are they different?”
Exploration Stations: Comparing• Find a partner.• Play each game and explore each activity with your
partner.• Check off each station as completed.• Record ideas, extensions and additional explanations
you want to remember about each of the stations.• Notice how “more, less, & same” are integrated
throughout the stations.• Be prepared to share your thoughts & experiences
afterwards.
Exploration Stations: Comparing• Your Thoughts and Experiences!
Exploration Stations: Comparing
• Strategies– Direct Comparison– With and without representations– More/Less spinner– More/Less cards– Importance on vocabulary- rather than symbols (<,
>, =)– Same activity- different emphasis
Math Inventory
• 25 Folks Responded • Bucket Balance: 5• Color Tiles: 5• Counters: 3• Geometric Solids: 7• Tangrams: 7• Tape Measurers: 11• Unifix Cubes: 2• Wooden Cubes: 5• Spinners: 11
WOW!
Brian ScarlettPresident
Didax Education395 Main St
Rowley MA 01969Phone: (978) 997-4310
Make & Take- TONIGHT!
• Hotel Lobby 7:00 – 9:00– Optional- but, gee, why wouldn’t you come? – All materials provided!!– Great opportunity to make stuff, get more ideas
from each other, and have stuff ready to use when you get back to the classroom!!!