1. The animation is already done for you; just copy and paste the slide into your existing presentation. Math Matters: Developing Number Sense in the Primary Classroom Presented by: Penny Reece 1 st Grade Teacher Woodland Elementary

2. Basic Definition: Understanding of what numbers are and how they relate to each other. Example: 6 is half of 12 It’s also 3 doubled 1/3 of 18 2 sets of 3 3 sets of 2 1 more than 5 1 less than 7 What is Number Sense? 2

3. “Number sense is an emerging construct that refers to a child’s fluidity and flexibility with numbers, the sense of what numbers mean and an ability to perform mental mathematics and to look at the world and make comparisons.” Russell Gersten, David Chard What is Number Sense? 3

4. Number sense is a “good intuition about numbers and their relationships. It develops gradually as a result of exploring numbers, visualizing them in a variety of contexts, and relating them in ways that are not limited by traditional algorithms.” Howden (1989) What is Number Sense? 4

5. Research indicates that early number sense predicts school success more than other measures of cognition like verbal, spatial, or memory skills or reading ability. Why Number Sense? 5

6. The animation is already done for you; just copy and paste the slide into your existing presentation.

7. This is a critical skill and may lay underneath early math number sense difficulties with addition and subtraction. Subitizing “instantly seeing how many” Most humans can only subitize collections of 4 or 5. After 5, we must combine smaller numbers to comprehend the collection. 7

8. Two Types of Subitizing Perceptual Subitizing Recognizing a number without using other mathematical processes Humans are able to see small amounts as a whole and can perceive the amount without counting (usually 5 or less). Conceptual Subitizing Occurs when students perceptually subitize two or more amounts, then combine the amounts automatically. Eight Domino – Two groups of four

9. Use conceptual subitizing to develop ideas about addition and subtraction. It provides an early basis for addition The ability to subitize helps children understand how to compose and decompose numbers/quantities.

10. Quick Image Routines Teacher holds up card for 2 to 3 seconds. Teacher asks student to hold up thumb on their chest when they have an answer. Teacher then has students share answers. Teacher can record their thinking as they share. Teacher Questions: How many dots did you see? How did you know how many? How did you know that was How did you see it? What did you see? Did anyone see it a different way?

11. Dot Cards Five Frames Ten Frames

13. Quick Images Routine in Kindergarten Classroom Quick Images Routine in Kindergarten Classroom

14. Dot Card/Ten Frame Flash: One More Once students are familiar with the basic patterns and know them automatically flash a ten frame or dot card and ask students to, name the number that is one more than the number flashed. Variation: ask students to give the number that is two more/one less/double/ten more than the number flashed. I Wish I Had 10 Flash a dot card or ten frame showing 9 or less and say, “I wish I had 10”. Students respond with the part that is needed to make ten. The game can focus on a single whole, or the “wish I had” number can change each time. Variation: teacher flashes card and students write the complement of ten on individual whiteboards with dry erase markers.

15. Teen Frame Flash (11-20) Once students are subitizing dot/ten frame patterns 0- 10, cards showing larger numbers (i.e. more than one ten frame) can be introduced. A large copy of dot cards 11-20 can be posted on the math bulletin board showing the numeral and numeral word and a smaller version, without numerals, used during mental math sessions with the following key questions: How many? How many more than 10? As students become familiar with the 'teen' patterns introduce further questions to develop number relationships. What is one more/two more than the number I flashed? What is one less/two less than the number I flashed? How far away is the number I flashed from twenty? Double the number I flash. What is the near Doubles fact? (i.e., if 15 is flashed, students answer 7+8)

16. Interactive Tools from Dreambox.com

17. Number Talk Using Ten Frames

19. Number Bracelets or Rings

21. Making Number Bracelets – Number Rings Use chenille stems (cut off about 2″) and pony beads to make the bracelets. You don’t need to worry about sizing them to fit students–they don’t actually wear them, they manipulate the beads. Notice these are also two of the materials used to make the rekenreks, so buy in bulk!chenille stemspony beads Use a single color for the beads on a bracelet. Different bracelets can have different colors (for example all the 5’s have white beads and all the 6’s have red beads), but don’t mix colors on a bracelet. Use mailing labels for the number tags. Put the number tag over the twisted ends to keep little hands from getting poked. Two common ways to store the bracelets are (1) in a large plastic bag with enough bracelets of each number for all students to have one, for example a bag of 5s, or (2) each student has a personal bag with bracelets for all numbers.

22. Show students a systematic way to find all the combinations for a number by sliding one bead at a time from one side to the other. Stress the part/whole relationship shown on the bracelet. Be sure students verbalize each combination (0 and 3 make 3, 1 and 2 make 3, etc.). Ask students to show you a combination for a number. One student might show 1 and 2 while another shows 3 and 0. Then ask students to show you another way. Students can work in pairs to practice missing addends. One partner hides some of the beads and the other partner has to determine how many are hidden. Number bracelet routines should be differentiated in small group instruction and workstations by having students work on their own target numbers. In other words, the majority of your kiddos might be working on combinations for 5 while others are working on 3 or 8. Several methods can be used for students to show their work with number bracelets. Some suggestions are shown below.

32. https://www.teacherspayteachers.com/Product/Number-Sense-FREEBIE-Morning-Work-Math- Centers-Math-Notebooks-911359

33. Number Talks One of the best methods for teaching number sense and math facts at the same time is a teaching strategy called “number talks” developed by Ruth Parker and Kathy Richardson. This is an ideal short teaching activity that teachers can start lessons with. It involves posting a math problem and asking students to solve the problem mentally. The talks are designed to elicit specific strategies that focus on number relationships and number theory.

34. Number Talks Are……. A concentrated period of 5 to 15 minutes Whole Group or small group Purposefully crafted computation problems that students are expected to learn to solve with accuracy, efficiency, and flexibility.

35. The sequence of problems allows students to apply strategies from previous problems to subsequent problems. Although students may solve the computation problems with multiple reasoning strategies, the “number talks” are grouped according to the strategy that is intended to be fostered.

36. Number Talks are not….. Number of the day Unrelated or disjointed problems Pre-Teaching Strategies Calendar time An entire math lesson

37. First Grade Math Talk - Addition

38. 3+ 6 3+7 3+8 Addition: Counting All/Counting on 9+1 9+3 9+5 9+7 Addition: Counting All/Counting on First Grade Number Talks 4+4 4+3 3+3 3+4 Addition: Doubles/Near Doubles 8+8 8+9 9+9 9+10 Addition: Doubles/Near Doubles 15+15 15+16 14+14 14+15 Addition: Doubles/Near Doubles

39. Number Sense in Action - Choral Counting and Counting Large Sets Number Sense in Action - Choral Counting and Counting Large Sets

40. For this presentation and additional resources, please visit my website http://woodlandresources.weebly.com/