1 / 34

NUMBER SENSE & PLACE VALUE

NUMBER SENSE & PLACE VALUE. January 23, 2013 Erie 1 BOCES Presenters: Andrea Tamarazio & Steven Graser. NUMBER SENSE ACTIVITY.

mya
Download Presentation

NUMBER SENSE & PLACE VALUE

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. NUMBER SENSE & PLACE VALUE January 23, 2013 Erie 1 BOCESPresenters: Andrea Tamarazio & Steven Graser

  2. NUMBER SENSE ACTIVITY Using the chart paper on your table, write the term number sense in the middle & each member at the table will draw, write, and / or provide examples or what number sense means.

  3. NUMBER SENSE PRETEST 1. Explain how you would group the following numbers to make them easier to add together? 12, 6, 3, 8, 5, 14, and15

  4. NUMBER SENSE PRETEST (cont) 2. How would you compare the answers to these two problems? 7 + 3 = ______ and 70 + 15 + 15 = ________

  5. NUMBER SENSE PRETEST (cont) 3. With the numbers below circle the largest number for each pair. 367 356 6,097 6,907 9,123 3,219

  6. NUMBER SENSE PRETEST (cont) 4. A bicycle built for two is 10 feet long. A rectangle mountain bike is 5’8” long. Which is longer, 2 regular mountain bikes put end to end or 1 bicycle built for two? How do you know?

  7. NUMBER SENSE PRETEST (cont) 5. What do you think would be the easiest way to combine the numbers below to add them to 6,000? 500 25 3, 075 250 200 50 1,000 900

  8. NUMBER SENSE PRETEST (cont) 6. If I bought 5 cartons of eggs so I could feed a boy scout troop breakfast, how many eggs would I have if each carton had a dozen eggs in it?

  9. NUMBER SENSE PRETEST (cont) 7. If you know that 27 + 27 = 54 and also that 2 x 27 = 54 what would you do to find out what 4 x 27 equals?

  10. NUMBER SENSE PRETEST (cont) 8. Make up an addition story using the numbers 3, 6, and 12 (you may use numbers more than once).

  11. NUMBER SENSE PRETEST (cont) 9. Which strategy do you think would work best for solving the problem 40 + 20? Skip Counting by 2s Counting on your fingers Thinking of money Skip Counting by 20s Making a Picture Adding by Place Value

  12. NUMBER SENSE • NCTM: Children must understanding number meanings if they are to make sense of the way numbers are used in real life situations. • YANG: The lack of number sense results in mindless application of standard written algorithms that are learned in school. • HEIBERT: Students are good rule followers however they do not always understand the procedures they learn. • GERSTEN & CHARD: Number sense refers to a child’s fluidity and flexibility with numbers.

  13. COMMON CORE FOCUS Survey A Story of Units Curriculum Map

  14. MATHEMATICAL SHIFTS

  15. MATHEMATICAL PRACTICES • Make sense of problems and persevere in solving them • Reason abstractly and quantitatively • Construct viable arguments and critique the reasoning of others • Model with mathematics • Use appropriate tools strategically • Attend to precision • Look for and make use of structure • Look for and express regularity in repeated reasoning

  16. EXAMPLE OF PROGRESSIONS

  17. BASE TEN NUMBER SYSTEMS & OPERATIONS PROGRESSIONS BY GRADE LEVEL

  18. KINDERGARTEN BASE TEN SYSTEM • Teachers help children lay the foundation for understanding the base ten system by drawing special attention to 10. • Children learn to view the whole numbers 11 – 19 as 10 ones and some more ones.

  19. KINDERGARTENK.NBT.1 – Compose & decompose Numbers from 11 – 19 into tens & ones and some further ones • Number Bond Diagram & Equation • Five & Ten Frames Ten Frame Video Example • Place Value Cards (Front Numeric and Back Pictorial Representation)

  20. GRADE 1 BASE TEN SYSTEM • Students learn to view 10 ones as a unit called a “ten”. • Students need the ability to compose and decompose this unit and to view the numbers 11 – 19 as composed of 1 ten and some ones.

  21. Grade 1 1.NBT.2 – Understand that 2-digits of a 2 digit number represent amounts of tens and ones1.NBT.2a – Ten can be thought of as a bundle of ten ones called a ten1.NBT.2b – The numbers from 11 – 19 are composed of a ten and 1, 2, 3, … 9 ones1.NBT.2c – The numbers 10, 20, 30 … 90 refer to 1, 2, 3 … 9 tens (and zero ones) • Place Value Mats

  22. Grade 11.NBT.3 – Comparing numbers using symbols >, <, or =1.NBT.4 – Add within 1001.NBT.5 – Mentally find 10 more or 10 less1.NBT.6 – Subtract multiples of 10 • Adding tens and ones separately • Counting on or back by 10s Counting with Bundles Video

  23. GRADE 2 BASE TEN SYSTEM • Students extend their base ten understanding to 100s. • They add and subtract within 1000 with composing and decomposing and they understand and explain their reasoning.

  24. Grade 22.NBT.1 – Understand that the 3 digits of a three digit number represent amounts of hundreds, tens, and ones2.NBT.1a – Hundreds can be thought of a ten tens called a hundred. • Drawings to support 10 tens as one hundred

  25. Additional CCLS • 2.NBT.3 – Read & Write numbers to 1000 (Numerals, Number Names and Expanded Form) • 2.NBT.2 – Skip Count by 5s, 10s, and 100s to 1000 • 2.NBT.4 – Compare 3 digit numbers to 1000 • 2.NBT.5 – Fluently add and subtract within 100 • 2.NBT.6 – Add up to 4 2-digit numbers • 2.NBT.7 – Add and subtract up to 1000

  26. COUNTING & CARDINALITY OPERATIONS & ALGEBRAIC THINKING PROGRESSION BY GRADE LEVEL

  27. KINDERGARTENK.CC.1 – Count to 100 by 1s and 10sK.CC.4a – Understand the relationship between numbers and quantities • 1, 2, 3, 4, … • 10, 20, 30, 40 …. • 1 2 Counting Exercise

  28. KINDERGARTENK.CC.5 – Counting items in an array or scattered formation • Array • Scattered Configuration

  29. KINDERGARTEN K.CC.6 – Compare number of objects in groupsK.CC.7 – Compare written numbers • Pictures of objects • Numeral Cards

  30. GRADE 11.OA.6 – Add and subtraction within 20 • Counting on • Making 10 • Decomposing number leading to a 10 • Creating equivalent but easier or known sums

  31. ADDITIONAL STRATEGIES • Tape Diagram / Bar Diagram • Part-Whole Bond (Pictorial) • Number Bond

  32. GRADE 2 2.NBT.1a2.NBT.22.NBT.42,NBT,52.NBT.62.NBT.7 Addition • Record combining of hundreds tens and ones on separate lines • Recording newly composed units on the same line Subtraction • Decomposing where needed first • Subtraction with renaming Video Example

  33. ACTIVITY SHARE OUT • Take time to create activities to use in your classroom • What do you have in your classroom that you would like to share? • Activities • Strategies

  34. QUESTIONS / CONCERNS • If you have any questions or comments, please feel free to contact us. Andrea Tamarazio atamarazio@e1b.org Steven Graser sgraser@e1b.org

More Related