Thoughts from today's meeting (11/19)
My goals are a) for my students to have greater flexibility both with numbers (0-20), and that b) they are exposed to different representation tools (number line, bar model, ten frame, objects, fingers, subetizing, number sequences...), because both of these elements of number sense will set them up for math success later.
- flexibility with numbers, number sense, familiarity with different representations of a number
My goals are a) for my students to have greater flexibility both with numbers (0-20), and that b) they are exposed to different representation tools (number line, bar model, ten frame, objects, fingers, subetizing, number sequences...), because both of these elements of number sense will set them up for math success later.
- flexibility with numbers, number sense, familiarity with different representations of a number
-
fluidity with joining and breaking apart numbers, as a foundation for when we
work with number sentences in the spring
Additional thoughts:
We’re now moving into a unit on geometry, and
as soon as this unit is over, we’ll jump back into number/cardinality, with a
focus on teen numbers. How can I meaningfully spiral work with numbers/multiple
representations during this time? Ideas are…
- Math workstations that involve numbers (Reena’s board- memory game, using expo markers on multiple rep sleeves…others?)
- Spiral built into calendar/math meeting…ideas for good quick review questions?
post-conversation notes:
- goal is to go deeper in supporting students' math thinking.
- next steps:
- look at what highest students are doing, as a barometer (one thing - they're producing unique representations of the number, which shows flexible thinking)
- record conversations with focal students, bring transcripts to the next meeting
- collect both structured and less structured exit tickets
- email KC Bull about her work on K number sense
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