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On Your Own

On Your Own. Make 3,786 U se only multiples of ten and the number 6 You may use Multiplication and Addition . Talk with a Partner. Make 3,786 use only multiples of ten and the number 6 You may use Multiplication and Addition

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On Your Own

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  1. On Your Own Make 3,786 Use only multiples of ten and the number 6 You may use Multiplication and Addition

  2. Talk with a Partner Make 3,786 use only multiples of ten and the number 6 You may use Multiplication and Addition How did your strategies incorporate place value understandings?

  3. Today’s objectives • Why is TEN important? • How does it relate to later work with place value? • What do students need to know before they can access the idea “a ten is ten ones?” • How do you know when a student “really gets” ten? • How can I help teachers understand the development of “ten” in students?

  4. Making Ten • How many? • How many more to make ten? What does a student need to know before they can engage in this type of activity?

  5. Hide and Seek As you watch the videos, think about • What indicates understanding… • In what the student says • In what the student does

  6. Making Ten- Building a Ten Frame • How does the following student determine how many more are needed to fill the ten-frame?

  7. Making Ten • What is the difference between counting ten and internalizing ten? • Counting- students count objects or “holes” in a ten frame • Internalizing- students know from memory missing parts

  8. Making Ten • How would it look if the student had internalized ten?

  9. Making Ten • Counting versus Internalizing? • Where do we expect students to be by the end of K? 1st? 2nd ?

  10. What does the Common Core say? • K.OA.4 For any number from 1 to 9, find the number that makes 10 when added to the given number, e.g., by using objects or drawings, and record the answer with a drawing or equation. • What does that look like? Activity here? • Find the missing part of FIVE

  11. “Unitizing a ten” Put these in order in terms of number development • Students look at the number 19 and tell you that it is 1 ten and 9 ones or 19 ones • Students look at the number 19 and know that it can be made up of 1 ten and 9 ones • Students tell you that 19 = 10 + 9 • Students tell you that 19 is a full ten frame with 9 leftovers • Students split 19 counters up- 10 on a ten frame and 9 off the 10 frame • Students count 19 objects • Students tell you that 19 is a full ten frame with some leftovers • Students put 10 on a ten frame and 9 off the ten frame • Students look at 19 and tell you that it is more than 10

  12. Need slide with answer

  13. What does the Common Core say? • K.NBT.1 • Compose and decompose numbers from 11 to 19 into ten ones and some further ones, e.g., by using objects or drawings, and record each composition or decomposition by a drawing or equation (e.g., 18 = 10 + 8); understand that these numbers are composed of ten ones and one, two, three, four, five, six, seven, eight, or nine ones. • What does that look like?

  14. What does this look like?

  15. Facilitating an Understanding of TEN in your building • Facilitator Move… • Your teachers say, “we’ve already started teaching the students about ten” • What can you help your kindergarten teachers understand NOW?

  16. Facilitating an Understanding of TEN in your building With your K-2 Teachers… • Take a look at the Common Core Standards • What do you notice? • How does the expectation for understanding ten build? • How does this impact 3rd – 5th grade? TEN • K.NBT 1 • 1 NBT 2a • 1.NTB 2b • 1.NTB 2c • 2.NBT 1a-b • 2.NBT 7 • 3 NBT1 • 4NBT2-3

  17. Pcs. From “new” kdg. sessions

  18. Hey… • If “ten” comes later in the year, why are we talking about this now? • What risk is there in starting early?

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