MCTM 65 TH ANNUAL CONFERENCE AUGUST 5-7, 2014 BALANCING THE TRANSITION: SURVIVING TO THRIVING * PLEASE MAKE SURE YOU GRABBED A REKENREK *

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Presentation transcript:

MCTM 65 TH ANNUAL CONFERENCE AUGUST 5-7, 2014 BALANCING THE TRANSITION: SURVIVING TO THRIVING * PLEASE MAKE SURE YOU GRABBED A REKENREK *

BUILDING NUMBER SENSE TO SUPPORT THE IMPLEMENTATION OF THE CCSS FOR MATHEMATICS IN K-2 CLASSROOMS Kari Dykstra 1 st Grade Teacher Beach Elementary Fruitport Community Schools

GOALS FOR THIS SESSION Participants will leave here today with ideas on how to incorporate daily math routines that help build number sense. Participants will leave with questioning strategies to use during daily math routines that will target the Standards for Mathematical Practices

BUILDING NUMBER SENSE THROUGH DAILY ROUTINES Integrates the Mathematical Practices Standards into each day Importance of questioning What did you see? How would you build? Engagement for all learners Importance of using concrete, representational (semi- concrete) and abstract

10 FRAMES Why are they used? Activity Flash and have students draw what they see or show you on their fingers Ask ?’s The importance of questions in getting students to see “units” and relationships Logical Sequence for K-2 use How to adjust for different abilities within one room Questions can be centered around 10, even with using 20

REKENREKS (ARITHMETIC RACK, COUNTING FRAME) Rekenreks Introduction Importance of pushing in one or two pushes (to see units) Reference point of the 5 and 10 groups a little less structure than the empty frames on the 10 frames Builds Part-Part-Whole relationship knowledge Activitites: Build a number – How did you build it? Did anyone else build it a different way? How could you build? “We are only using the top row.” or “We are using the top and bottom” Hide some – How many are showing? How many are hiding? How did you know? Other questions – How many more to make __? How many do we need to take away to have __? How did you know? What would 10+3 look like on the rekenrek? “Guess My Way” “Match Mine” Compensation strategies

STANDARDS FOR MATHEMATICAL PRACTICE Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others. Model with mathematics Use appropriate tools strategically. Attend to precision Look for and make use of structure. Look for and express regularity in repeated reasoning

APPS 10 Frames 10 Frame Fill (Classroom Focused Software) Number Frames (The Math Learning Center) Rekenreks 10 Bead Math (Classroom Focused Software)

GOAL REFLECTION Participants will leave here today with ideas on how to incorporate daily math routines that help build number sense. Participants will leave with questioning strategies to use during daily math routines that will target the Standards for Mathematical Practices

Great Math Resource Books