153_Day 2: Number Sense Addition

Day 2: Number Sense Addition Region 11 Math and Science TEACHER PARTNERSHIP Agenda  Reflections/Introductions  Goals/Standards  Visualizing Numbers using Quick Images  Problem Types and Strategies Review  Defining Number Sense  What is the Rekenrek?  Number Talks using Rekenreks  Tens Frames  Decomposing/Composing Numbers  Number Talks Supporting Derived Facts  Making 10  Closure  PLC Information Reflect and Share Be prepared to share out insight and question from each group What has happened with your students since our last session? New insights? What unanswered questions are there? Housekeeping Details ● Timeframe ● Lunch ● Restrooms ● Wi-fi access ● “Misery is optional” Goals Goals Pg I can use ten-frames and Rekenreks to carry out number talks with my students I can help my students compose and decompose numbers I can describe several strategies that children use to derive addition facts I can describe the pre-requisite strategies that children need to use a “make ten” strategy when adding whole numbers Kindergarten Standards Pg K.1.2 Use object and pictures to represent situations involving combining and separating K.1.2.1 Use objects and draw pictures to find the sums and differences of numbers between and 10 K.1.2.2 Compose and decompose numbers up to 10 with objects and pictures Grade Standards 1.1.2 Use a variety of models and strategies to solve addition and subtraction problems in real-world and mathematical contexts Pg 1.2.2 Use number sentences involving addition and subtraction basic facts to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences 1.1.2.1 Use words, pictures, objects, length-based models (connecting cubes), numerals and number lines to model and solve addition and subtraction problems in part-part-total, adding to, taking away from and comparing situations 1.2.2.1 Represent real-world situations involving addition and subtraction basic facts, using objects and number sentences 1.1.2.2 Compose and decompose numbers up to 12 with an emphasis on making ten 1.2.2.2 Determine if equations involving addition and subtraction are true Grade Standards 2.1.2 Demonstrate mastery of addition and subtraction basic facts; add and subtract oneand two-digit numbers in realworld and mathematical problems 2.1.2.1 Use strategies to generate addition and subtraction facts including making tens, fact families, doubles plus or minus one, counting on, counting back, and the commutative and associative properties Use the relationship between addition and subtraction to generate basic facts 2.1.2.2 Demonstrate fluency with basic addition facts and related subtraction facts Pg 2.2.2 Use number sentences involving addition, subtraction and unknowns to represent and solve real-world and mathematical problems; create real-world situations corresponding to number sentences 2.2.2.1 Understand how to interpret number sentences involving addition, subtraction and unknowns represented by letters Use objects and number lines and create real-world situations to represent number sentences 2.2.2.2 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations Use number sense and properties of addition and subtraction to find values for the unknowns that make the number sentences true Reflection on MN Standards Pg What you see developing across grade levels? What new ideas seem to appear at a particular grade level? Quick Image #1 Grade Number Talk: Making 10s Using Number Sentences 8+2 Teacher Goal: Making Tens 8+5 Anticipate what students will share 8+4 Show sentences one at a time 8+7 Plan how you will record their thinking Grade Number Talk: Looking for Landmark or Friendly Numbers Using Number Sentences 40+4 39+4 39+15 39+39 Teacher Goal: Looking for Landmark or Friendly Numbers Anticipate what students will share Show sentences one at a time Plan how you will record their thinking Composing and Decomposing Using a Tens Frame Pg 12 Video: Number Talk Pg 14 Number Talks 2.1 Adding Numbers What you notice about the teacher’s recordings of student thinking? What else you want to remember? Planning a Minute Number Talk Use the Critical Learning Phases on pp.43-71 for ideas What Math Talk would you craft for your students, using a single or double tenframe, Rekenrek, or number sentences? Pg 15 Bring each time Planning a Minute Number Talk Use the same groups as earlier Using pg 13… Draw a picture of what you would show to your students Brainstorm a series of questions you want to ask Predict number sentences you think will come up Pg 13 Minute Number Talk Rotations Return to your Number Group space Timer “Make-a-10” for Addition Strategy Pre-requisites to use a make-a-ten strategy effectively Pg 16 They must… 1.Know what 2-digit number combinations equal 10 (e.g 9+1, 8+2, etc.) 2.Be able to break numbers apart into any of its two addends (e.g 8=5+3 so that when they 8+7 they can then 5+3+7=5+10=15) 3.Know 10+single digits and beyond (e.g 10+7=17) (from Fuson Ch in Research Companion pg 74) Free Apps Resources to Pick Up CEU sheet Classroom Conversation A Handout for PLC Meeting PLC Calendar ●Day 1: Number Sense → PLC Meetings ●Day 2: Addition → PLC Meetings ●Day 3: Subtraction → PLC Meetings ●Day 4: Multiplication/Division → PLC Meetings ●Day 5: Place Value PLCs #1 Classroom Conversation A ● Handout ● Use dot cards or own word problems #2 Interview ● Will be posted online in Region 11 folder Work with students, individually or as a pair ● You might want to interview the same students from last time if wanting to follow them all year #3 Classroom Conversation B ● Will be posted online in Region 11 folder Bring Artifacts to PLCs ● Teacher notes, photos, or videos from a verbal discussion, students acting out problems, or using manipulatives ● Chart paper, photo or video showing a record of student thinking & strategies ● Written student work Goals Goals Pg I can use ten-frames and Rekenreks to carry out number talks with my students I can help my students compose and decompose numbers I can describe several strategies that children use to derive addition facts I can describe the pre-requisite strategies that children need to use a “make ten” strategy when adding whole numbers See you in January Have wonderful teaching days in November & December and a GREAT winter break! ... to represent number sentences 2.2.2.2 Use number sentences involving addition, subtraction, and unknowns to represent given problem situations Use number sense and properties of addition and... Visualizing Numbers using Quick Images  Problem Types and Strategies Review  Defining Number Sense  What is the Rekenrek?  Number Talks using Rekenreks  Tens Frames  Decomposing/Composing Numbers... (Number Sense) /Recall 10 Minute Break Jo Boaler Math Professor, Stanford University Jo Boaler video (How to Learn Math, session 5.1, YouTube) So, what is Number Sense anyway? Jo Boaler on Number