March 31 - Number Sense Routines - Learnings

Quick Images:

The Ten Wand:

The Organic Number Line (Open Number Line):

Count Around the Circle and Choral Counting:

Organic Number Line #2

Today's Number:

Quick Images:

Rekenrek Online

Link to an online rekenrek that can be used on SmartBoard:

http://www.mathlearningcenter.org/web-apps/number-rack/

Number Sense Routines

Number Sense Routines by Jessica F. Shumway:

Click here for PDF version

Orleans Wood March 17 Agenda --- Grade 1 / 2 AM

1) 1  Review of Quantity and Relationships –Our goal is to make sure that we are all at the same understanding regarding quantity and relationships. à 20 to 30 minutes

Quantity Review:  

- Skim pages 32 to the top of 36 of A Guide to Effective Instruction in Mathematics K – 3, Number Sense and Numeration. – from your package from the Grade 2-3 workshop.

- Make quick jot notes regarding important elements of Quantity

- Read the Characteristics of Learning and Instructional Strategies for your grade.

 What do you find interesting? Do you disagree with anything? Does anything resonate with you?

As a group of 2-3 make an anchor chart of the important elements of Quantity

Relationships Review:  

- Skim pages 46 to the top of 50.

- Make quick jot notes regarding important elements of Relationships

- Read the Characteristics of Learning and Instructional Strategies for your grade.

   What do you find interesting? Do you disagree with anything? Does anything resonate with you?

As a group of 2-3 make an anchor chart of the important elements of Relationships

2)    2  Five Frames & Ten Framesà 45 minutes
Why Ten Frames?

Activities and Practice

3)     3 Rekenreks à30 to 45 minutes
Why Rekenreks?

Activities and Practice

4)     4 Open Number Lines
Why Open Number Lines?

5)     5  What can we implement into our classes? How?
With a grade partner, take some time to plan how you could introduce one or more of these strategies. Is there one strategy that could be introduced this week or next to discuss at our next session?

6)      Accountable Talk in Grade 1 and 2 (English and French Immersion)

Orleans Wood March 17 Agenda --- Kindergarten PM

(Possible start at 12:45? I have an important doctor’s appointment at Convent Glen at 12:15 that shouldn’t take too long)

1)      Quantity and Relationships – 20 to 30 minutes

Quantity:  

- Read pages 32 to the top of 36 of A Guide to Effective Instruction in Mathematics K – 3, Number Sense and Numeration. à will be provided for KG team

- Make quick jot notes regarding important elements of Quantity

- Read the Characteristics of Learning and Instructional Strategies for your grade.

 What do you find interesting? Do you disagree with anything? Does anything resonate with you?

As a group of 2-3 make an anchor chart of the important elements of Quantity

Relationships:  

- Read pages 46 to the top of 50.

- Make quick jot notes regarding important elements of Relationships

- Read the Characteristics of Learning and Instructional Strategies for your grade.

   What do you find interesting? Do you disagree with anything? Does anything resonate with you?

As a group of 2-3 make an anchor chart of the important elements of Relationships

2)      Five Frames & Ten Frames – 45 minutes
Why Ten Frames?

Kindergarten Activities and Practice - we need to take the time to fully understand and embrace some of the activities so that it is easier for us to implement them into our classes.

3)      Rekenreks
Why Rekenreks?

Kindergarten Activities and Practice - we need to take the time to fully understand and embrace some of the activities so that it is easier for us to implement them into our classes.

4)      Open Number Lines

Why Open Number Lines?

5)      What can we implement into our classes? How?
With a grade partner, take some time to plan how you could introduce one or more of these strategies. Is there one strategy that could be introduced this week or next to discuss at our next session?

Getting to know Rekenreks

Getting Started with Ten-Frames

Ten Frame applet for using on Desktop computers:

  Click here for Applet 












Ten Frame Activities:

Ten Frame Subtraction

One More on Ten Frame

Five and Ten Frames

http://www.edugains.ca/resources/LearningMaterials/ManipulativesSupport/TipSheets/Manipulatives_Frames-five-ten.pdf

This has great activities for working with five frames and ten frames.

Rekenreks

Rekenrek Activities

The rekenrek, or arithmetic rack, was designed by Adrian Treffers, a mathematics curriculum researcher at the Freudenthal Institute in Holland, to support the natural development of number sense in children.
Smaller versions consist of two rows of 10 beads. Larger versions with ten rows of ten beads are also available. Each row is made of five red beads and five white beads. This allows students to make mental images of numbers. Using 5 and 10 as anchors for counting, adding and subtracting is obviously more efficient than one-by-one counting. This tool provides learners with the visual models they need to discover number relationships and develop a variety of addition and subtraction strategies, including doubles plus or minus one, making tens, and compensation, thereby leading to automaticity of basic facts. 

Possible Activities

• Meet the Rekenrek: Begin by asking children what they notice about the rekenrek. Then introduce the ‘start position’(all beads over to the far right) and have them practice sliding beads in groups rather than one by one “Put your beads in start position. Now, without touching the beads, count the first three beads in your mind. On the count of three, slide all three beads at once across the string. One… two…three!” Repeat with other numbers.
• Show me 0-10: Say a number, or hold up a numeral card (0-10). Ask students to show the given number by moving the beads with one push.
• Show me 11-20: As above but ask students to show the given number of beads using only two pushes.

This rekenrek, (advertised as an abacus) with 10 rows of 10 beads in color-coded groups of five, can lie flat on student desks.

• Quick Images: Push some beads across and display them briefly before covering them with a piece of cloth or card. Ask, “How many beads did you see? How do you know?” Asking children to draw or write what they saw on a dry erase board ensures that everyone is actively involved and serves as a quick assessment. If using a 100 bead rack gradually add rows until you are displaying quick images to 100. This can be extended by asking students to show the number that is one more/one less/ten more/ten less than/double the number flashed.
• Finding Different Ways to Make a Given Number: Initially use only the top row of beads. Cover the bottom row with a folded sheet of card or piece of fabric. Begin by sliding the red beads to the left and the white beads to the right on the top row of the rekenrek. Choose a number to build. “Let’s see how many ways we can build 6 by sliding beads from each side to the middle. What if I slide 4 red beads from the left and 2 white beads from the right. Does that make 6 beads? Can you think of another way to make 6? Record the different ways 6 can be built. This activity should be repeated many times using different numbers from 1-10. Once children are confident using the top row, combinations can be found using both the top and bottom rows. Children can record the different ways they find to build the given number.
• Building Missing Addends: Ask a student to be your partner. Tell the class that you and your partner are going to build the number 6 as a team. You will move beads on the top row and your partner will move beads on the bottom row. “I am going to slide 4 beads to the left on the top row. Now in one move, you slide beads on the bottom row to build the number 6.” Pair students up and have them turn over the top card in a stack of numeral cards and work with their partner to build that number in as many different ways as possible. Begin with cards 1-10, later increase to 1-20.
  A ten row rekenrek can be used with students who are ready to represent numbers larger than 20.

2K+

See the following links for prompt cards to use during mental math sessions. Print on cardstock and place on a ring for teacher reference or place in a math center for children to use when working with a partner. a) Prompt Cards b) Rekenrek Flash Cards (this set includes teen numbers (10-20), doubles and near doubles to 20

Possible Math Journal Activities:

• Show 5: How many different ways can you show 5 on your Rekenrek? (repeat with different numbers)
• Doubles: How many different doubles facts can you show on your Rekenrek? Record.

2K+

The above two work samples were completed by a Kindergarten student. This student represented her work very clearly on the blank pages in her Math Journal using pictures, numbers and words. To begin with some Kindergarten students may find it difficult to represent their work on the Rekenrek on paper. Having recording paper available for children who choose to use it is one way to scaffold early attempts. You may also like to leave a supply of this paper in your Math Center to prompt children's recording during Math Center sessions.

Rekenrek Recording Paper

• Near Doubles: How many different ‘near doubles’ can you show? Record.
• Turn Around Facts: Show an addition fact. What would the turn around fact look like? Repeat.
• Number Stories: Have children use individual arithmetic racks as a tool to solve various types of addition and subtraction number stories. This may be used as a journal or oral activity, with the focus on children explaining their strategy for solving the problem. Be sure to include open-ended problems that have more than one solution that children can model on the rekenrek, such as the following:
• There were 8 children on a bunk bed. Some were on the top bunk and some were on the bottom bunk. How many children were on the top bunk? How many children were on the bottom bunk? Show as many different solutions as you can.
• There were 12 passengers on a double-decker bus. Some passengers were on the top deck and some were on the bottom deck. How many passengers were on the top deck? How many passengers were on the bottom deck? Show as many different solutions as you can.

Interested in using Rekenreks in your class but don't have the budget to buy a class set? See our instructions on how to make a class set for just a fraction of the price of store bought models.

Accountable Talk

A link to strategies to use in the classroom:
Click here - Talk into action

 

1) Some ideas on how to get talk going in the classroom:

Encouraging Participation with Talk Moves:


and a second video on Talk Moves:

2) Ideas for using 'Think Alouds' and 'Turn and Talk' in the classroom:

Check out the fourth video: a great example of how/when to use 'think alouds'

Click here & Go to 4th video

3) A goal for Accountable Talk?

Check out the fifth video: great example of students using accountable talk to for group discussion on a book. Questions to consider: How long before the students can accomplish this? What talk moves could we use to get students to this point?