Day Two: Constructing number sense : facilitating the journey for our primary students.

 Your comments: both affirming and constructive  Capacity Builders: Danielle, Pat & Sue  Donna Quotes in a Circle:  Pick a statement that resonated with you,  colleagues will add their thoughts,  you summarize.

Learning Trajectory / Learning Landscape…. BIG IDEA Let’s review:

 Read the definitions and review their meaning with a neighbor:  magnitude, (pg 35)  one to one correspondence  cardinality, ( pg 33)  hierarchal inclusion (pg 36)  compensation (pg 36)  part / whole relationships

 What can you assess about Stephano’s understandings?  What do you think he understands and why? Please provide specific examples.  Where does his learning fall apart?  What models / contexts can you provide for Stephano to help move his thinking along? (Hint – think about Investigations you are familiar with.)

 Please read pages 37 – 49. Chunk the Games, the Routines and the Investigations.  Though you are familiar with the contexts (board & card games, routines) read the scenarios carefully. Use them to increase your understanding of the different big ideas needed on this journey to understanding number sense.  While reading – please pay attention to the probing questions, the teachers response, and how understandings are supported.  Please note these on the page provided.

Key Mathematical Topic : Number Sense Big Ideas  Magnitude  1:1 correspondence  Cardinality  Hierarchal inclusion  Compensation  Part/whole relationships Strategies  Subitizing  Synchronic counting  Tagging  Counting on  Group Counting (by 2s, 5s….) Mathematical Contexts Games : Board, Card and Dice Routines Designing and Using Investigations

 Learning Trajectory / Learning Landscape…. Number Sense Big Idea BIBI Strategy BIBI S S BIBI So..what's so hard about teaching Math?