1. Developing Number Sense in Kindergarten

2. Our Challenge To create a classroom where students make sense of math. To help develop flexible, intuitive thinking with numbers.

3. Not… What am I going to teach? But… What are my students going to learn?

4. Number Sense

5. Quick Write For 1 minute, jot down as many “parts” of “Number Sense” that you can. Find a partner. Compare your list with your partner’s list. Create a “joint” list. Find a pair. Compare your joint list with your pair’s joint list. Create a “master” list. Together, compare your master list with the list on the next screen. What needs to be added to the list on the screen?

6. Number Sense Components Develop one-to-one correspondence Understand cardinality Construct quantities Represent numbers Recognize relationships among numbers Use conservation of number Build visual images of quantities Recognize inclusion Make reasonable estimates Make comparisons Use symbols to represent numbers and relationships Build an understanding of place value Compute fluently Connect meanings of operations and how they relate to one another

7. Developing Number Sense is much more than memorizing facts & symbols!

8. What Do We Know about “8”? Count to eight (know the number words). Count eight objects and know that the last number word tells how many. Write the numeral 8. Recognize the numeral 8. More and less by 1 and 2: 8 is one more than 7, one less than 9, two more than 6, and two less than 10. Spatial patterns for 8 such as Anchors to 5 and 10: 8 is 5 and 3 more and 2 away from 10. Part-whole relationships: 8 is 5 and 3, 2 and 6, 7 and 1, and so on. Other relationships such as – Doubles: double 4 is 8 – Relationships to the real world: 8 is one more than the days of the week, my brother is 8 years old, my reading book is 8 inches wide.

9. Foundation of K Comparing: More, Less- without counting Counting – Forward Number Sequence – One-to-One Correspondence – One-to-One Tagging – Cardinality – Keeping Track – Concept of Zero Comparing: More, Less, Same- with counting Numeral Recognition and Writing

10. Foundation of K Subitizing Relationships Between & Among 1-10 – Inclusion – One more/less – Benchmark numbers: 5 & 10 – Part, part, whole – Sense of equality – Informal language to describe joining & separating problems Symbols & Notation – (+) (-) (=)

11. Comparing: without counting 1-2-3 Snap It! Dot Cards

16. Counting Forward Number Sequence One-to-One Correspondence One-to-One Tagging Cardinality Keeping Track Concept of Zero Answers the question, “How many?”

17. Let’s Watch!

18. Counting Forward Number Sequence One-to-One Correspondence One-to-One Tagging Cardinality Keeping Track Concept of Zero

19. One-to-One Correspondence

20. One-to-One Tagging

21. Exploration Stations: Counting Find a partner. Play each game and explore each activity with your partner. Check off each station as completed. Record ideas, extensions and additional explanations you want to remember about each of the stations. Notice how “recognizing and writing numerals” are varied throughout the stations. Be prepared to share your thoughts & experiences afterwards.

22. Exploration Stations: Counting Your Thoughts and Experiences!

23. Exploration Stations: Counting Recognizing and Writing Numerals – Said aloud – Label work with number tiles, cards, etc. – Write the numeral Strategies – Dot die vs. number cube – Written numeral & representation together – Models of numerals provided

24. Side Note: Terminology Numbers – Numbers are concepts or ideas. The number six for example, is the idea of ‘six-ness’. Number Words – Number words are the names for numbers… usually refer to spoken or heard number words. Digits – The digits are the ten basic symbols in the numeration system (the system of symbolizing numbers). – The digits are 0, 1, 2, … 9. Numerals – Numerals are written symbols for numbers, for example, 27, 246, 8. The ten digits from 0 to 9 can also be referred to as numerals.

25. Comparing More than Less than Same (amount) as Answers the question, “How are these sets alike… how are they different?”

26. Exploration Stations: Comparing Find a partner. Play each game and explore each activity with your partner. Check off each station as completed. Record ideas, extensions and additional explanations you want to remember about each of the stations. Notice how “more, less, & same” are integrated throughout the stations. Be prepared to share your thoughts & experiences afterwards.

27. Exploration Stations: Comparing Your Thoughts and Experiences!

28. Exploration Stations: Comparing Strategies – Direct Comparison – With and without representations – More/Less spinner – More/Less cards – Importance on vocabulary- rather than symbols (, =) – Same activity- different emphasis

29. Math Inventory 25 Folks Responded Bucket Balance: 5 Color Tiles: 5 Counters: 3 Geometric Solids: 7 Tangrams: 7 Tape Measurers: 11 Unifix Cubes: 2 Wooden Cubes: 5 Spinners: 11

30. WOW! Brian Scarlett President Didax Education 395 Main St Rowley MA 01969 Phone: (978) 997-4310 brian@didax.com

31. Make & Take- TONIGHT! Hotel Lobby 7:00 – 9:00 – Optional- but, gee, why wouldn’t you come? – All materials provided!! – Great opportunity to make stuff, get more ideas from each other, and have stuff ready to use when you get back to the classroom!!!