What Does Number Sense Mean to Me? – what numbers mean and represent, how numbers relate to each other, how to use numbers, how to group items and relate them to numbers, how to put numbers in different orders, how to count, how to add on, how to take away, how to represent part-part-whole, and how to read and write numbers.
How Do I Think I Will Teach Number Sense with K and 1st? – play games; use LOTS of manipulatives like counting bears, blocks, yellow/red counters, etc.; sing songs; talk about real numbers on a daily basis, e.i. how many children want pizza today? how many want baked chicken? when lining up for lunch; calendar, counting to the date, counting how many days in school, looking for patterns with the calendar, etc.; read/listen to books; recite rhymes, i.e. one two buckle my shoe; use hundreds board; count out-loud; write with pencil, crayons, markers, shaving cream; watch videos; use technology like Starfall for instruction and play; match, sort, and group.
Teaching Early Math Skills –
Counting – counting, counting on, counting back, skip counting, using a calculator and the = as the constant key to have students skip count
Prenumber Concepts- foundation for later development
- Matching: when is something the same? one-to-one correspondence; helps with understanding of conservation
- Comparisons: greater than; less than; same as; do we have enough papers for everyone? do more students walk home or ride the bus?
- Sorting: first must need to know how to recognize what to count; any objects around the home or classroom ie blocks, pastas, etc.; but children typically begin by sorting colors first
- Ordering: putting more than two objects in a sequence; 1st, 2nd, 3rd
So, I understand that this is a process and must be built. A child does not begin knowing how to count and match and compare and sort and count on all at once. These are concepts that must be build for understanding.
Reflection and Take-Aways:
PATTERN BUILDING Using 10 counters to create the yellow “triangle.” To use this later in the classroom, I need to remember to ask the questions: what does it remind you of? how did you remember the different parts? how many total counters did you use? could you build it correctly? Do the same things using 8 yellow counters to build a square – ask the questions. This can be done with many other patterns.
RELATIONSHIPS BETWEEN NUMBERS Children don’t usually question the relationship between numbers so we must help them to see this. One activity I would use is using domino tiles to find another tile that has one more or one less. This would be a great way to show that number relationship between 6 and 7 and 8.
USING BENCHMARKS OR ANCHORS BETWEEN 5 AND 10 So I can use 2 10-frames as a manipulative to help children add two numbers that sum to a number great than 10. Using the website that Dr. Higgins provided ( http://illuminations.nctm.org/Activity.aspx?id=3565) would be a great activity to bring up on the Mimio board or Smart board and have students take turns coming up to play. I loved this! And have bookmarked this to use when I’m in a classroom.
PART-PART WHOLE ACTIVITY Always focus on a single number for the entire activity. Using yellow/red counters shake out the counters from a cup and write a number sentence to indicate the number of yellow and red counters. Repeat this activity multiple times and ideally once the child has recorded one of the color of counters they should be able to predict/write the second color without counting.
- I understand that children counting on their fingers is a good initial process for helping them to understanding counting. But, as a teacher I must help them go beyond this and help them develop other strategies such as touching when counting and not just pointing. Also, providing opportunities for counting such as red/yellow counters, cupcakes, pasta, etc. will make this skill an everyday occurence instead of just a math lesson. This will help to make the process of counting one-to-one more concrete for children.
- To help students with the stable order rule, we need to provide lots of counting experiences to reinforce this order of the numbers. “Bridging the decade” will need to be a further emphasis as we count and make that connection of how to more on from 10 to 11, 19 to 20 to 21, 29 to 30 to 31, etc. I loved the idea of using a simple calculator to help children begin to understand skip counting with the constant key. This is a great idea that I will use in the classroom to make this counting more relate-able. Then using 2-digit numbers for skip counting and writing the answers, then having students notice the patterns that are apparent. I can see how using this with an upper low grade such as 2nd would be a great idea for “number play” and instruction.
- Using matching to help with the one-to-one correspondence will be a great use in the lower elementary classroom. I love the idea of counting out the right number of cupcakes (or anything really) for the class (to include each student) and will use this in the classroom.
- Sorting by color 1st is a beginning method that I will use in the classroom. There are so many options in the K/1st room with sorting bears, color geometric shapes, blond hair and brown hair, blue eyes and brown eyes, etc.
- For pattern set recognition, using numbers that are arranged in a pattern so that students can identify how many without counting each one, called SUBITIZING. So, it will be a great idea to keep in the back of my mind to draw sets in patterns to help with this number recognition. UNITIZING; recognizing a number as both a whole and then made up of parts such as with dice or dot-paper-flash (stickers on paper plates).
Katie – When viewing/listening to Dr. Higgin’s PP on Early Number Concepts, I really enjoyed exploring that website that she directed us to http://illuminations.nctm.org/Activity.aspx?id=3565 I think this would be a great activity to bring up on the Mimio board or Smart board and have students take turns coming up to play. I loved this! And have bookmarked this to use when I’m in a classroom. I also felt the idea of using red/yellow counters dumped from a cup over and over is very useful. As children record this information for the same number over and over again, it really drives home the idea that this “number” is really made up of other numbers.
What did you find most useful from this presentation?
And how did you do with our 1st grade activities with counters?