Kindergarten Kindergarten ReadinessReadiness

Kindergarten Kindergarten ReadinessReadiness

Using the Rekenrek as a Visual Model for Using the Rekenrek as a Visual Model for Strategic Reasoning in MathematicsStrategic Reasoning in Mathematics

Presented by Susan Prieto and April WilkinPresented by Susan Prieto and April Wilkin

What is a Rekenrek?• The rekenrek combines key features of other

manipulative models like counters, the number line, and base-10 models.

• It is comprised of two strings of 10 beads each, strategically broken into groups of five.

• The rekenrek therefore entices students to think in groups of 5 and 10.

• The structure of the rekenrek offers visual pictures for young learners, encouraging them to “see” numbers within other numbers… to see groups of 5 and 10.

Why a Rekenrek?• Calculating Frame• Designed to support the natural

mathematical development of children• Once children understand addition and

subtraction, it’s important that they automatize the basic facts using patterns and relationships

• A visual model that supports young learners discover number relationships

What good is it?

• With the rekenrek, young learners learn quickly to “see” the number 7 in two distinct parts: One group of 5, and 2 more.

• Similarly, 13 is seen as one group of 10 (5 red and 5 white), and three more.

Time to Make a Rekenrek

Step 1: Cut 4 small slits in the cardboardStep 2: String beads :20 beads 10 Red (or

other color), 10 White (or other color) -Two pipe cleaners of 10 beads

 Step 3:  Slip the ends of the pipe cleaner through the slits on the cardboard so that the beads are on the front of the cardboard, and the twist the pipe cleaners together on the backside.

Activity 1: Getting Familiar Activity 1: Getting Familiar with the Rekenrekwith the Rekenrek

Skills: familiarization with the Rekenrek, Skills: familiarization with the Rekenrek, subatize 5 and 10, develop vocabularysubatize 5 and 10, develop vocabulary

Materials: Rekenrek, something to hide Materials: Rekenrek, something to hide the bottom row (8x5 index card, or cloth)the bottom row (8x5 index card, or cloth)

Instructions:Instructions:

Start with the top row only; Push over 2 beads: Start with the top row only; Push over 2 beads: ““How How many do you see? How can you prove it? Celebrate the many do you see? How can you prove it? Celebrate the multiple ways of multiple ways of ““seeingseeing”” the numbers, especially ones the numbers, especially ones that do not involve one-to-one counting.that do not involve one-to-one counting.””

Repeat: push over 4 beads; 5 beads Repeat: push over 4 beads; 5 beads Now… instruct students that they have only two seconds Now… instruct students that they have only two seconds

(or need quickly) to tell how many beads are visible. (or need quickly) to tell how many beads are visible. Suggested sequence: Suggested sequence: 6, 10, 9, 7, 8, 5, 3, 4 6, 10, 9, 7, 8, 5, 3, 4 Discuss what child notices about the beads. How many do Discuss what child notices about the beads. How many do

you see? How can you prove it? We want kids 1-10 to you see? How can you prove it? We want kids 1-10 to become anchors that they quickly visualize.become anchors that they quickly visualize.

Activity 2: SeeActivity 2: See and Slideand Slide

Skills: Skills: – Develop number sense strategies using 5 and Develop number sense strategies using 5 and

10 as anchor numbers10 as anchor numbers– Visualize the numbers 1-20Visualize the numbers 1-20– Build numbers efficientlyBuild numbers efficiently

Materials:Materials:– RekenrekRekenrek– Numbers 1-10 (and 10-20 when child is ready)Numbers 1-10 (and 10-20 when child is ready)

Instructions:Instructions:

Choose a number card. Choose a number card. Have child slide that number of beads on the Have child slide that number of beads on the

rekenrek using only rekenrek using only oneone movemove.. When making numbers 11-20 challenge the child When making numbers 11-20 challenge the child

to use only 2 moves.to use only 2 moves. Ask your child to share his/her thinking. If your Ask your child to share his/her thinking. If your

child continues to count one by one, ask him/her if child continues to count one by one, ask him/her if therethere’’s another way. Remind your child to use s another way. Remind your child to use only one slide for 1-10 or 2 slides for 11-20.only one slide for 1-10 or 2 slides for 11-20.

Activity 3: Many ways to Find a Activity 3: Many ways to Find a SumSum

Skills:Skills:– Use the anchor numbers 5 and 10 to Use the anchor numbers 5 and 10 to

visualize numbersvisualize numbers– Use the Use the ““counting upcounting up”” strategy to solve strategy to solve

problems with missing addendsproblems with missing addends– Build fluency with tens factsBuild fluency with tens facts

Materials: A rekenrek, paper, pencil, Materials: A rekenrek, paper, pencil, number cards 1-10, something to hide number cards 1-10, something to hide the bottom row of the rekenrekthe bottom row of the rekenrek

InstructionsInstructions

Slide red beads to the left and white Slide red beads to the left and white beads to the right.beads to the right.

Choose a number between 1-10Choose a number between 1-10 Make the number by sliding beads Make the number by sliding beads

from each side into the middle. Ask, from each side into the middle. Ask, ““I I wonder if there is more than one wawonder if there is more than one way?y?””

Record combinations so your child Record combinations so your child might discover a pattern.might discover a pattern.

There are many activities you can do!• Show me… 1-5; Show me 5-10 • Make 10, Using Two Rows • Combinations, 0 - 10  • Combinations, 10 - 20  • Doubles  • Almost a Double  • It’s Automatic… Math Facts  • The Rekenrek like a Number Line  • Subtraction • Contextual Word Problems and the Rekenrek

Look for patterns, encourage your child to explain his/her thinking often!• How do you know?• How did that look in your

head/brain?• How can you prove that?• Is there another way do it?

Wonderful Sources I used:

• The Math Learning Center, by Barbara Blake

• Learning to Think Mathematically With the Rekenrek, A Resource for Teachers, A Tool for Young Children, by Jeff Frykholm