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Why 10?

Why 10?. Why 10? O ur number system is based and built by 10’s. It originated because we have 10 fingers—how the first person began counting. Presented by Joan Kernan and Donna Kouri. Research for Number Sense. National Council for Mathematics Elementary and Middle School Mathematics:

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Why 10?

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  1. Why 10? Why 10? Our number system is based and built by 10’s. It originated because we have 10 fingers—how the first person began counting. Presented by Joan Kernan and Donna Kouri

  2. Research for Number Sense National Council for Mathematics Elementary and Middle School Mathematics: Teaching Developmentally Student should: • Understand numbers, ways of representing numbers, relationships among numbers, and number systems • Understand meanings of operations and how they relate to one another • Compute fluently and make reasonable estimates

  3. Research for Number Sense Key ideas include: • Recognize “how many” in a set (Cardinality) • Decomposing - Examples 7 is composed of 4 and 3 as well as 5 and 2, is less than 9 and more than 5, is 3 away from 10, can be recognized quickly, will extend to the understanding of 17, 57, and 370 • Encounter a variety of meanings for addition and subtraction • Fluency requires a balance and connection between conceptual understanding and computational proficiency

  4. Subitizing and Seeing Numbers We will be looking closely at numbers, and how much each number is worth; what makes that number that number. This session is designed to help young elementary children see numbers within numbers. The goal is NOT to master these techniques within one math lesson. The games today will strengthen the child’s understanding of the values of numbers. This is playing with numbers and learning during the journey.

  5. Subitizing The idea of Seeing Numbers is the ability to recognize the value of a number without counting. This is officially known as Subitizing. By seeing numbers as groups rather than the result of counting single units or counting on, children are able to conceptualize groups of numbers and how they can be combined to make new numbers.

  6. Dot Cards The value of this demonstration: Large-- need a volunteer distinguish between the immediate known and and the cards with hesitation Small– individualizing the instruction

  7. Magnetic Two-Sided Counters • Whole Group Demo • Focus on questioning strategies for students

  8. 3-D Grid Shows numbers with one color. Allows you to look at visual patterns/placement of two-sided counters

  9. 3-D Grid Show numbers with two different colors • This extends the activity and is using more techniques: visually adding, plus one, etc

  10. Rekenrek The Rekenrek was designed at the Freudenthal Institute in Holland. The term Rekenrek means calculating frame or arithmetic rack.

  11. Rekenrek The Rekenrek may resemble an abacus. The abacus is based on place value columns. The Rekenrek features two rows of ten 10 beads and each row is broken into two sets of five.

  12. Rekenrek • A large Rekenrek can be used in both whole and small group instruction. • For varying grade levels, there is a plethora of resources on the web. We found many demonstrations on YouTube.

  13. Make and Take Rekenreks You will need: • Two rectangular boards • Two chenille stems • 10 beads of one color • 10 beads of another color • 2 stickers to mark the “read the numbers” area

  14. Conclusion • Any Ahh Ha! Moments? • Door Prizes … and the winners are…

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