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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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MCTM 65th Annual conferenceaugust 5-7, 2014Balancing 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

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


Goals for this session
Goals CCSS for 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


Building number sense through daily routines
Building number sense through Daily Routines CCSS for

  • 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


  • 10 frames
    10 frames CCSS for

    • 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


    Rekenreks arithmetic rack counting frame
    Rekenreks CCSS for (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


    Standards for mathematical practice
    Standards for Mathematical Practice CCSS for

    • 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


    Apps CCSS for

    • APPS

      • 10 Frames

        • 10 Frame Fill (Classroom Focused Software)

        • Number Frames (The Math Learning Center)

      • Rekenreks

        • 10 Bead Math (Classroom Focused Software)


    Goal reflection
    Goal reflection CCSS for

    • 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



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