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The Power of 10

The Power of 10. Getting Back to Basics. The Power of 10. Today, you will have the opportunity to reflect on your own attitude toward math and how you currently teach math in your own classroom. The Power of 10. We hope to convey the value of creating a strong basic foundation in math.

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The Power of 10

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  1. The Power of 10 Getting Back to Basics...

  2. The Power of 10 Today, you will have the opportunity to reflect on your own attitude toward math and how you currently teach math in your own classroom.

  3. The Power of 10 We hope to convey the value of creating a strong basic foundation in math. We will do this by defining the basics, naming why each is important, and showing lots of video clips.

  4. Sorting What is sorting: categorizing objects by attribute Why practice sorting: to visually create sets, to see parts vs. whole, precursor to subitizing and addition

  5. Sorting Sorting by 1 specific attribute (e.g. green or “not green”) • hula hoop • color plate

  6. Sorting • Color plate sort

  7. Sorting Sorting by 1 attribute (e.g. by color)

  8. Sorting • Color sort video

  9. Sorting Sorting by 2 specific attributes (e.g. round, blue) • use 2 hula hoops

  10. Sorting • Hula hoop sorting

  11. Counting What is counting: to name the numbers in order, to determine an amount Why practice counting: demonstrate verbal sequence, 1:1 correspondence, keep track, knowing the last number indicated represents the total amount

  12. Counting: workmats • workmats

  13. Counting: workmats • workmat questioning

  14. Counting: dice race • dice race

  15. Counting: missing number • missing number

  16. Counting: dice game • dice game

  17. Counting go fish: play “go fish” using a deck of 10-frame cards

  18. Counting: 5-frame flash • 5 frame flash

  19. Counting: roll & find • roll & find

  20. Counting “hiding” dots: • use 5 dots and a bush cutout • choose how many will “hide” • count and compare the dots hiding dots

  21. Counting number studies: students will represent numbers in 5 different ways: dots, 10 frame, digit, tallies, and fingers these may be part of the students’ math or daily journals, used as references around the room, or part of a class book

  22. Counting • Counting Rhymes • w/o internet

  23. Counting & Subitizing What is subitizing: the ability to quickly connect a number to a set without counting Why practice subitizing: speeds up process of determining an amount, precursor to operations

  24. Counting & Subitizing Perceptual Subitizing: recognizing a set (1-6) WITHOUT any grouping (e.g. knowing it’s 4 without having to count)

  25. Counting & Subitizing: perceptual subitizing • perceptual subitizing

  26. Counting & Subitizing Conceptual Subitizing: recognizing subsets to subitize the whole set (e.g. knowing it’s 6 because you see 2 sets of 3)

  27. Counting & Subitizing: conceptual subitizing • conceptual subitizing

  28. Counting & Subitizing baseball: use a deck of dot cards (1-6) • flash a dot card to the 1st hitter • quick answers = hit (go to 1st base) • slow/no answer = strike • keep flashing cards to advance the runners *practice PERCEPTUAL subitizing by using 2 dot cards or trick cards

  29. Counting & Subitizing number boss: (divide group into 2 lines) 1. flash dot card to the line leaders 2. 1st to subitize becomes “boss” and stays at front of the line, opponent goes to end of the line 3. keep flashing dot cards to line leaders (boss & challenger) *practice PERCEPTUAL subitizing by using 2 dot cards or trick cards

  30. Counting & Subitizing: trick cards • trick cards

  31. Counting & Subitizing: trick cards • using 10 frame to practice conceptual subitizing

  32. Counting & Comparing What is comparing: determining whether a given number is greater or fewer than another number, as well as its place on the number line Why practice comparing: to determine the reasonableness of a problem’s solution, precursor to estimation skills

  33. Counting & Comparing blobs & bars: present the SAME graph question each day for a week (e.g. Do you have a dog at home?) Students will select their response by choosing the corresponding colored cube (e.g. red cubes for “yes,” blue cubes for “no”)

  34. Counting & Comparing: blob Mondays • blob Mondays

  35. Counting & Comparing:bar Tuesdays • bar Tuesdays

  36. Counting & Comparing:pie graph Wednesdays • pie graph Wednesdays

  37. Counting & Comparing:yes/no bag Thursdays • yes/no bag Thursdays

  38. Counting & Comparing: prediction Fridays • prediction Fridays

  39. Counting & Comparing grab bag colors: • choose 2 crayons • grab color squares from the bag • only glue the squares that match the 2 crayons 4. Which color had more squares? How many more? Which color had fewer squares?

  40. Counting & Comparing riddles (using 10 frame cards): “My 10 frame has more than 4 counters, but less than 9.” “My 10 frame has an even number of counters.” “My 10 frame has 1 more than 5 counters.”

  41. Counting & Comparing 10 frame routines: keep several sets of 10 frame cards handy give each student a card, using the cards to: • line students up in numerical order • divide students into groups (odd, even, >5, <5, same numbers together, etc.) • greatest (or least) number takes first turn, etc.

  42. Counting & Comparing war: (divide sets of 10 frame cards between 2 players) • players place their own cards face down in a pile • players both draw their top card, placing it face up • player with the greatest number wins and takes both cards • winner must state how he won: “8 is greater than 5”

  43. Counting & Comparing: 1 more, 1 less • 1 more, 1 less

  44. Counting & Comparing: more or less number line • more or less number line

  45. Making Sets What is a set: a number of objects in a specified group or unit Why practice making sets: Understanding sets involves making and decomposing a set/subset, a precursor to many number operations

  46. Making Sets sets of 5 • show a 5 frame filled with 2 different kinds of counters • describe the whole set by naming the parts • ask questions: • How many counters did it take to fill the entire frame? How do you know it was filled? • How many red parts? How many yellow parts? Show me how you know. • If I had ___ cubes and the whole frame was filled, how many cubes would there be?

  47. Making Sets number bracelets • add beads to pipe cleaner bracelets • students manipulate beads to decompose that number (1 + 4 = 5; 3 + 2 = 5; 2 +2 +1 =5)

  48. Making Sets weighing numbers • decompose a number and compare it to the whole • place the whole set (5 purple cubes) on one side of the balance • place the decomposed sets (2 red cubes and 3 blue cubes) on the other side of the balance • compare each set

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