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Kari Dykstra 1 st Grade Teacher Beach Elementary Fruitport Community Schools

MCTM 65 th Annual conference august 5-7, 2014 Balancing the transition: Surviving to thriving * Please make sure you grabbed a rekenrek *. Building Number Sense to Support the Implementation of the CCSS for Mathematics in K-2 Classrooms. Kari Dykstra 1 st Grade Teacher Beach Elementary

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Kari Dykstra 1 st Grade Teacher Beach Elementary Fruitport Community Schools

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  1. MCTM 65th Annual conferenceaugust 5-7, 2014Balancing the transition: Surviving to thriving* Please make sure you grabbed a rekenrek *

  2. Building Number Sense to Support the Implementation of the CCSS for Mathematics in K-2 Classrooms Kari Dykstra 1st Grade Teacher Beach Elementary Fruitport Community Schools

  3. Goals for this session • Participants will leave here today with ideas on how to incorporate daily math routines that help build number sense. • Participants will leave with questioning strategies to use during daily math routines that will target the Standards for Mathematical Practices

  4. Building number sense through Daily Routines • Integrates the Mathematical Practices Standards into each day • Importance of questioning • What did you see? How would you build? • Engagement for all learners • Importance of using concrete, representational (semi-concrete) and abstract

  5. 10 frames • Why are they used? • Activity • Flash and have students draw what they see or show you on their fingers • Ask ?’s • The importance of questions in getting students to see “units” and relationships • Logical Sequence for K-2 use • How to adjust for different abilities within one room • Questions can be centered around 10, even with using 20

  6. Rekenreks(arithmetic rack, counting frame) • Rekenreks • Introduction • Importance of pushing in one or two pushes (to see units) • Reference point of the 5 and 10 groups • a little less structure than the empty frames on the 10 frames • Builds Part-Part-Whole relationship knowledge • Activitites: • Build a number – How did you build it? Did anyone else build it a different way? How could you build? • “We are only using the top row.” or “We are using the top and bottom” • Hide some – How many are showing? How many are hiding? How did you know? • Other questions – How many more to make __? How many do we need to take away to have __? How did you know? What would 10+3 look like on the rekenrek? • “Guess My Way” • “Match Mine” • Compensation strategies

  7. Standards for Mathematical Practice • 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

  8. Apps • APPS • 10 Frames • 10 Frame Fill (Classroom Focused Software) • Number Frames (The Math Learning Center) • Rekenreks • 10 Bead Math (Classroom Focused Software)

  9. Goal reflection • Participants will leave here today with ideas on how to incorporate daily math routines that help build number sense. • Participants will leave with questioning strategies to use during daily math routines that will target the Standards for Mathematical Practices

  10. Great Math Resource Books

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