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# Number and Number Sense

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## Paige Roberts

on 22 June 2015

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#### Transcript of Number and Number Sense

Number and Number Sense Strand
Lauren Stevenson, Christiana Connolly, Paige Roberts, Morgan Jacobsen
Place Value
Group a collection of objects into tens and ones to develop a sense of place value
Identify the place value of each digit in a 2-digit number
Read, write and identify place value for each digit in a 3-digit number
Compare 2 numbers beteween 0 and 999 using symbols (>, <, =) and words
understand place value for six digit numbers
round numbers less than 9,999 to the nearest ten hundred, and thousands place
compare numbers 0-9,999 using (>,<, or =)
understand place value through the millions
rounding is expressed through the millions and rounded to nearest thousande, ten thousand, and hundred thousand
compare whole numbers through millions using (>,<, or =)
round whole numbers to the nearest tenth, hundredth, and thousandths place
Fractions, Decimals, and Ratios
Kindergarten:
Recognize fractions as equal to parts of a whole, identifying one half and one fourth
Counting & Grouping
Kindergarten
Count forward to 100 and backwards from 10
Grouping objects to skip count by 5s and 10s to 100 and searching for patterns
Count orally, write, identify, and construct with objects numerals 1-15
Overview
Counting is a math concept and that can begin before children even reach school. Counting is more thoroughly developed in kindergarten, counting up to 100 and backwards from 10. Grouping is introduced when kindergarteners begin skip counting with manipulatives. Skip counting in kindergarten is introduced by 5s and 10s up to 100 and progresses through 1st and 2nd grade, with more numbers to skip count by, and even skip counting backwards by 10s from 100. Grouping also continues throughout math development and becomes an abstract thought later in addition. Counting is an important one because counting lays the foundation for addition, subtraction, and skip counting and skip counting lays the foundation for numeric patterns, relationships, multiplication and place value. Counting and grouping are basic foundations that are essential to the rest of mathematics.
Overview
This portion starts out as students recognizing fractions as a whole and parts (halves and fourths) that make up a whole. That later moves into understanding of halves, fourths, AND thirds while also having to write the fraction. In second grade the students begin looking at more parts (eighths, sixths, etc.) and comparing fractions.
The next focus is on incorporating models into the learning of fractions. Students should be able to write a fraction from a model and make a model from a fraction. Mixed numbers, decimals, and rounding are introduced in fourth grade. It then moves on to solidifying all other facts learned previously and putting that to use while the students compare and order fractions and decimals. Lastly, in sixth grade, ratios and percentages are introduced so students will be able to compare and order fractions, decimals, ratios, and percentages. They also start multiplying and dividing fractions in this grade!
Relationships & Properties
Literature Review
1. Leaping Lizards by Stuart Murphy (Kindergarten)
2. More or Less by Stuart J. Murphy (2nd grade)
3. Slugger's Car Wash by Stuart J. Murphy (4th grade)
4. Fractions, Decimals, and Percents by David Adler and Edward Miller (6th grade)
More or Less
By: Stuart J. Murphy
2nd
SOLs:
2.1c-Compare two whole numbers using greater than, less than or equal to
2.4c-Recognize even and odd numbers

Leaping Lizards

Kindergarten
SOLs:
K.4 The student will count by fives and tens
Review:
The book begins with a show about to start, yet the lizards aren't there. They begin to arrive in groups of 5 and groups of 10, with the total amount of lizards being 50. We could use this book to introduce skip counting and grouping; students could use concrete manipulatives to account for the group of lizards in 5s and 10s, and use the groups to skip count. Its great to get the students thinking about couting by more than one and how its quicker
Kindergarten
Compare or construct, and describe two sets of 10 concrete objects using terms more, fewer, or the same
Identify one more than and one less than a number
Describing positions using ordinal numbers (1st - 10th)
Identify and write ordinal numbers for 1st through 12th
Compare units of fractions
Recognize even and odd numbers
Students use the inverse relationships between adding/subtracting and multiplying/dividing to solve problems
characteristics of prime and composite numbers
characteristics of odd and even numbers
compare data using ratios
identify and represent, and order and compare integers
describe absolute value of integers
positive exponents and perfect squares
Websites
Kindergarten- This website has many math games, however this one specifically works with using concrete objects to count. It tells you how many you need and you have to click on the objects until you reach the correct amount. Its nice because its immediately rewarding and it keeps going with bigger numbers.
http://more2.starfall.com/m/math-k/feed-animal/

Kindergarten - I thought this would be great to help students continue development of skip counting. It has a number line with some numbers missing, however you can tell what its skip counting by and you have to fill in the missing spots
http://www.mathsisfun.com/numbers/fill-missing.php?g=10s100&name=Skip%20Counting%20by%2010s%20to%20100

This website is focused on a large range of skills and could apply to several different strands. However, there are several sections relating directly to the "Number and Number Sense" strand such as counting and fractions.
www.ixl.com

2nd Grade - This website contains vairous activities and game addressing a wide range of topics from place value to identifying even/odd numbers. There's a designated section with all of the topics relating to number sense.

www.funbrain.com

3rd Grade - This website has multiplication/division/subtraction/addition games which would help in third grade because third grade focuses on relationships between those operations
http://www.multiplication.com/games/play/cave-run-multiplication

4th Grade - This website has the Core Curriculum standards attached to it to sift through the games that way which is helpful for teachers. I chose the decimal section for fourth grade so they can practice their decimals! But there are also other sections for other grades!
http://www.mathnook.com/math/skill/decimalgames.php

5th Grade - This website has games for all levels of math. Students can choose games based on a variety of mathematical concepts, such as fractions, geometry, ratios.
http://www.mathplayground.com/puzzle_pics_2/tilesmath_fractions.htm

6th Grade - This website provides games to help students practice math skills such as operations, geometry, and math facts.
http://www.coolmath4kids.com/

Identify parts of a region/set that represent fractions for halves, thirds and fourths and write the fraction
Identify the parts of a set/region that represent fractions for halves, thirds, fourths, sixths, eighths and tenths
Write the fractions
Compare the unit fractions for halves, thirds, fourths, eighths and tenths
understanding fractions from a model (fraction boxes/picture representations)
being able to turn a fration into a model (including mixed numbers)
order fractions in mixed number form (including equivalent fractions)
know what the "division" line is in a fraction
Identify decimals through the thousandths
Rounding decimals to nearest whole number, tenth, and hundredth
Writing the decimal and fraction equilvalent for a model
round decimals to the nearest whole number, tenth, and hundredth
recognize fractions in their decimal form and vice versa
compare and order fractions and decimals
describe fractions, decimals, and percents as ratios
identify fractions, decimals, and percents from representations
equivalent relationships among fractions, decimals, and percents
compare and order fractions, decimals, and percents
multiple representations of multiplication and division of fractions

Beginning in first grade, students start establishing place value through practices such as grouping collections into tens and ones. They also begin identifying place value for 2-digit numbers-this is the first step in progressively identifying a greater number of place values. In 2nd grade, they identify for 3-digit numbers, in 3rd grade for 6 digit numbers and in 4th grade, they will identify place value through the millions. Rounding is also an integral part of the place value piece and starts appearing in 3rd grade. Additionally, comparison of numbers-using terminology such as greater than, less than and equal to-is paramount to place value concepts. This starts appearing in 2nd grade utilizing numbers between 0 and 999 and consistently appears in SOLs through 4th grade, when the students use numbers through the millions.
Overview
Slugger's Car Wash
by Stuart J. Murphy
Sol's:
Review:
4th
4.3 (a): read, write, represent, and identify decimals expressed through thousandths; and SOL 4.3(b) round to decimals to the nearest whole number, tenth, and hundredth
The kids in the book are trying to raise money fast. CJ has to make change from different money amounts. We could use this to introduce decimals and how they are connected with our base-10 number system. The students could keep track of the money by first estimating and rounding and then figuring out the exact amount
6
SOL:
6.2-The student will b) identify a given fraction, decimal, or percent from a representation and c) demonstrate equivalent relationships among fractions, decimals, and percents
Fractions, Decimals, and Percents

Review:
This book explains how children use fractions, decimals, and percents to play games at a fair. It focuses on explaining how these concepts represent parts of a whole. This book provides a relatable way for students to understand the relationship among fractions, decimals, and percents in real life situations.
Count from 0 to 100 and write the corresponding number
Group a collection of up to 100 objects
Count forward by 1s, 2s, 5s and 10s to 100 and count backwards by 1s from 30