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Improving Mathematical Understanding Deepening Number SensePowerPoint Presentation

Improving Mathematical Understanding Deepening Number Sense

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Improving Mathematical Understanding

Deepening Number Sense

- Level 0- Subitizing numbers up to 3, raises fingers sequentially.
- Level 1- Subitizing regular patterns up to 6 and irregular patterns up to 5, raises fingers simultaneously up to 5.
- Level 2- Recognize 5-wise and pair-wise structures, create finger patterns, combine and partition numbers up to 10.

- Level 3- Uses the sub-base of 5 to combine and partition numbers up to 10 without counting.
- Level 4- Combines and partitions numbers up to 20 using 10-plus and doubles.
- Level 5- Uses sub-base of 5, base of 10, and doubles to combine and partition numbers up to 20 without counting.

81 – 79 = numbers up to 10 without counting.

11 – 8 =

Number Sense vs. Teaching the Standard Algorithm numbers up to 10 without counting.

Fact Fluency numbers up to 10 without counting.

Ten Frames numbers up to 10 without counting.

Dot Cards numbers up to 10 without counting.

Subitizing

Task 1 numbers up to 10 without counting.

Flashed Dot Patterns

What interventions should we do to support this?

Task 2 numbers up to 10 without counting.

What interventions should we do to support this?

Finger patterns

1 2 3 4 5 6 7 8

1 2 3 4 5 6 7 8 9 10 11 12 13 7 8

It is important to know what type of thinkers your students are. Interval thinkers like the number line.

Discrete thinkers don’t understand the number line. They need concrete objects.

Interval Thinkers think in terms of jumping on the number line.

Example: 12 remove 3

I have 12 so 11, 10, 9-I have 9 left. (12…. 11, 10, 9)

10

9

11

I have 9 left.

Johnny had 12 heart cookies. He gave his friend Mr. 12, Mr. 11, and Mr. 10, so he had 9 left.

Discrete Thinkers think in terms of counting individual objects.

Example: 12 remove 3

I removed 12, 11, and 10 so I have 9 left. (12, 11, 10……9)

11

I have 9 left.

10

12

What interventions should we do to support this? 11, and Mr. 10, so he had 9 left.

Task 3

Name and visualize quantities on a pair-wise ten frame

What does the Investigations curriculum do to develop number sense?

What are your next steps?

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