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Week 4: Early Number and Place Value

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by

Kim Wright

on 22 September 2016

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Transcript of Week 4: Early Number and Place Value

Week 4: Early Number and Place Value
Do Nows:
Fill in a blank 120 chart with numbers 1-120.
Cut your chart into at least 5 puzzle pieces.
Exchange with a partner- use your phone timers to see who can put each other's puzzle together the quickest.


In defense of early number...
Early Number notes
Early Number stations
Wrap up defense of early number

Place Value
(another Engage example with literature)

My Little Sister Ate One Hare
by Bill Grossman

In the book My Little Sister Ate One Hare, Bill Grossman chronicles how a little sister eats one gross thing after another and never throws up. She is fine, that is, until she eats 10 of the tenth thing: healthy green peas. Let's just say the ending is...explosive.
Rationale
My Little Sister Ate One Hare, through a funny and slightly gross story, provides an engaging means of addressing counting by numbers up to 10, as well as composing numbers within 10. As students try to answer the question, "just how many things did little sister eat?" by placing objects on ten frames to keep track of the number of things she has eaten, teachers can begin to address base ten place value as each group of ten items eaten is grouped as a ten for easy counting at the end of the story.
After adding to the mat:

How many are on your ten frame now?
How do you know?

How many groups of ten do we have? How many more before we make another ten?
How do you know?

How many total things has sister eaten now?
How do you know? How would you write that number?

TEKS Addressed: 1.2ABC


(2) Number and operations. The student applies mathematical process standards to represent and compare whole numbers, the relative position and magnitude of whole numbers, and relationships within the numeration system related to place value. The student is expected to:
(A)
recognize instantly the quantity of structured arrangements [such as seen on a die or a ten frame] ;
(B)
use concrete and pictorial models to compose and decompose numbers up to 120 in more than one way as so many hundreds, so many tens, and so many ones;
(C)

use objects, pictures, and expanded and standard forms to represent numbers

Questions to Ask:
Before adding to the mat:

How many are you going to add to your ten frames? How do you know?

Will you fill up more than one ten frame when you add them? How do you know?

How many things will 1 cheerio equal?
How many things will 1 cup equal?

Connections to BIG IDEAS of Place Value
Idea of sets of 10 as an entity
Positions of digits determines what size group they count
Patterns in they way numbers are formed, i.e., "Exchanging" 10 of smaller group for one of larger group (TEKS call this "composing" and "decomposing")
Groupings can be taken apart or built in different (but equal) ways
Really big numbers need real world referents

Exit Ticket
K
: Draw a picture of 10 decomposed
in 2 different ways
1
: Use expanded notation to represent 112
2
: Represent 998 using pictures and words
3
: Describe the relationship between the ones place, the tens place, and the hundreds place.
4
: Explain the value of the 8 in 76,852. How do you know?
5
: Explain the value of the 8 in 76.852. How do you know?

You need:
Place value mat
6 Dixie cups- 1 filled 3/4 with Cheerios (they are old, don't eat them)
Agenda
Let's Do This!
Task Analysis due 9.28, 11:59pm
TRTA New Teacher Scholarship
Early number wrap up
Book Summary model with place value
Differentiation and tiered lesson model with place value
What's so hard about PK-1 math?

It's just counting.
Anyone could do that...
TTYPA revise your list of things that students learn about numbers in PK-1 that impacts them in 2nd through 12th grades.
Subitizing
: instant recognition of "how many"
Conservation of number
: amount not based on arrangement
Cardinality
: last one counted is value of the set
1:1 Correspondence
: only one object per number word
Counting on/counting back
: moving forward or backward from a given number without having to count them all
Counting Words
: one, two, three...in order
Today's overall objective:

The learner will create a written defense of the importance of early number concepts through participation in number stations with five and ten frames, snap cubes, and dot plates.



B: Behavior
C: Context
Learning to Count and Learning to Read
Precounter
Reciter- number words
Corresponder- 1:1 correspondence
Counter- cardinality and ordered line
Producer- count a specific amount
Counter and Producer- all of above + random arrangements & maybe counting on
Counter Backwards- counting back
Counter from any Number
Skip Counter
Norms...
Start on time with work ready.
End on time with work completed.
respect the speaker.
Be positive and encouraging.
Contribute to conversation and group work.
Be involved and resourceful.
Eat.
Be open to new viewpoints/ideas
Early Number Stations
C
- Level 2: Conversation
H
- 4B4T
A
- Number Stations with table
M
- Rotate clockwise when timer goes off
P
- Using tools, completing Recording Sheet, talking about the math
S
uccess!
What's so hard about PK-1 math?

It's just counting.
Anyone could do that...
TTYPA revise list of things that students learn about numbers in PK-1 that impacts them in 2nd through 12th grades.
Limit electronic
distractions.
Full transcript