The Power of Numeracy Routines in the Primary Classroom Rose - - PowerPoint PPT Presentation
The Power of Numeracy Routines in the Primary Classroom Rose Palmer School District of Waukesha Thursday, May 4, 2017 1:00 - 2:00 Session Outcomes Participants will understand the purpose of doing regular numeracy routines learn
Rose Palmer School District of Waukesha Thursday, May 4, 2017 1:00 - 2:00
Participants will… » understand the purpose of doing regular numeracy routines » learn different types of numeracy routines » engage in samples of numeracy routines
An oral warm-up activity of 3-5 minutes » Done on a regular basis » Focused on a content standard » Has students engaged with learning and critical thinking » Used in place of traditional warm-ups
» Allow for a focus on learning » Design and flow of the learning experience more predictable » Provide for a wide range of learners to access and use math practices » Support making sense of numbers » Support mental math calculations/fact fluency » Help to build critical math thinking habits » Support reasoning and explaining thinking » Support students learning from each other
Subitizing/Quick Images Using » Dot Cards (Regular and Irregular) » Five and Ten Frames » Rekenreks (bead rack)
» Count Around » Choral Counting » Bizz-Buzz
» All students participate. » Everyone needs to listen to each other and count in their heads. » Provide wait-time for students. » Students develop fluency with counting and place value. » Teachers can record the numbers on the board to help with the noticing of patterns.
» Start at any number and count forwards or backwards (by 1s, 5s, 10s, etc.) Ask “What number will Jane say?” or “Will we reach 20 by the time we go around the circle once?” or “If we start at 52 and count backwards, how many times will we go around the circle to reach zero?” Reminders:
Second Grade: » Each student picks a coin and keeps it visible. Count around adding the value of the coin. . Use coins appropriate to your grade
» Counting aloud as a whole class » Use when learning a new counting sequence » Can start with visual supports (ie. hundreds chart, number line) and then gradually remove Variation: » Divide class into sections to count by (1s, 5s, 10s, etc.) and then direct which group is counting
» Determine number to focus on (ie. 3) » Students count around the circle counting by 1s. » When the count has the number 3 in it, say “Bizz”. Variation: » Do a second number (ie. 6) and say “Buzz” when the count has the number 6 in it.. » When the count has 3 and 6, instead of saying the number, you say “Bizz Buzz”.
» Provide students with a target number. » Students think of as many ways as they can to represent the number. » Share out their thinking while teacher records.
» Give or select three clues about the number. Between 70 and 120 An even number Has 3 digits » Students think through possible numbers for a moment » Share with a partner » Share with whole group Variation: have students create clues to share
» On a number line, indicate where your selected number is located. » Students give possible answers. Teacher places their answers on the number line to help zero in on the number. 10 30 ?
» Teacher makes a statement. » Students decide if the statement “Could be” true,
» Examples: If all the students in our class held hands
building. There are 230 students in our school. There are 20 shoes in our classroom.
Pre-planned string of problems that lead students to an understanding. Example: 9 + 1 = __ 9 + 2 = __ 9 + 3 = __ Resource:
Would you rather have: 2 nickels 1 dime
» Keep it short for an opening » Use CGI Problem types » Avoid students racing to a solution » Encourage working together » Facilitate productive discourse » Use a “warm-up” problem for the context
I have 10 apples. Some are red and some are green. How many are red and how many are green?