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Meeting the CCSS with Number Lines

Meeting the CCSS with Number Lines. Melissa Rescoe First Grade Teacher Lakeshore Public Schools Stevensville, MI. A little about me…. First grade teacher Facilitate Getting Started workshops for the instructional tool Bridges, published by The Math Learning Center out of Salem, Oregon

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Meeting the CCSS with Number Lines

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  1. Meeting the CCSS with Number Lines Melissa Rescoe First Grade Teacher Lakeshore Public Schools Stevensville, MI

  2. A little about me… • First grade teacher • Facilitate Getting Started workshops for the instructional tool Bridges, published by The Math Learning Center out of Salem, Oregon • Information pamphlets available if interested in learning more about Bridges. • Mother of 2 boys-witnessing Math growth

  3. A little about you… • Think about what is your favorite strand to facilitate learning in your classroom: • Counting & Cardinality (Kindergarten) • Operations & Algebraic Thinking • Number & Operations in Base Ten • Number & Operations-Fractions (Grades 3, 4, 5) • Measurement & Data • Geometry • Share strand and why with neighbor.

  4. What We Will Do Today • Background of Number Lines • Explore Uses of Number Lines • Relate Common Core State Standards and Standards for Mathematical Practices to Number Lines • Share Resources • Utilized Learning to Think Mathematically with the Number Line by Jeff Frykholm, Ph.D. for this presentation • Disclaimer: draw on own early elementary experiences, but activities can be adjusted and applied in upper elementary

  5. Number Line Experiences • Share uses of number lines in your classroom with a neighbor • Own experiences include displaying number lines for counting days in school, number line on nametag, or use of already created number lines to guide understanding • This past year made an effort to make number lines more purposeful

  6. An Overview • One driving goal for elementary level math is to help children develop a rich understanding of numbers- • their meanings • their relationships to one another • how we operate with them • More “popular” to use in upper elementary-integral part of CCSS. • Instrumental in fostering number sense and operational proficiency

  7. Power of Number Lines • Develop powerful intuitive strategies • Help develop structure • Help understand position of numbers • Visualize Operations

  8. Key Concepts to Developing the Number Line as a Foundational Tool • The linear character of the number line. • Young children naturally recognize marks on a number line as visual representations of the mental images that most people have when they learn to count and develop understanding of number relationships. • Number line vs. Hundreds Chart

  9. Key Concepts to Developing the Number Line as a Foundational Tool • Promoting creative solution strategies and intuitive reasoning. • A tool that can be used both to model mathematical contexts, but also to represent methods, thinking progressions, and solution strategies.

  10. Key Concepts to Developing the Number Line as a Foundational Tool • Cognitive Engagement • Research studies have shown that students using the empty number line tend to be more cognitively active than when they are using other models, such as blocks, which tend to rely on visualization of stationary groups of objects. • The number line allows students to engage more consistently in the problem as they jump along the number line in ways that show their thinking.

  11. Life-Sized Number Line Activity • Hands-on • Opportunity for multiple math skills • Use the “Art of Questioning” • Enhance learning rather than additional lesson (basic facts: plot on number line to see pattern-doubles/neighbors)

  12. Video Clips • What Standards of Mathematical Practice do you observe? • Build number line experiences early for success in later grades ($)

  13. Instructional Support Tools • Developed by North Carolina educators • Meant to help teachers understand number lines as a tool • Continually updated and improved • Find grade level (first-fifth), read through, look at grade level below and above.

  14. Solve Using a Number Line • Pablo had 39 baseball cards. He got some more baseball cards for his birthday. Now Pablo has 63 baseball cards. How many baseball cards did Pablo get for his birthday? • Use cash register tape and an open number line to solve story problem. • Share strategy with neighbor.

  15. Resources • Learning to Think Mathematically with the Number Line by Jeff Frykholm, Ph.D. • Zoom, Number Lines I-Pad app • Math Learning Center will be coming out with a number line app in the fall; many free apps from Math Learning Center • My Blog: on back of business card

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