Week 3

MONDAY

By the end of this class, you will be able to:

Recognize that teaching math involves a developmental approach and use of high-quality number activities.
Demonstrate how to develop children’s skills for counting.
Explain ways to teach students to compare quantities and describe relationships between numbers.
In her book, About Teaching Mathematics, Marilyn Burns describes students with a strong number sense in the following way:

“[They] can think and reason flexibly with numbers, use numbers to solve problems, spot unreasonable answers, understand how numbers can be taken apart and put together in different ways, see connections among operations, figure mentally, and make reasonable estimates.”

Children demonstrate their number sense when they can:

Understand quantities.
Grasp concepts like more and less, or larger and smaller.
Recognize relationships between single items and groups of items (for instance, seven means one group of seven items).
Understand symbols that represent quantities (for instance, 7 means the same thing as seven).
Make number comparisons (for instance, 12 is greater than 10, and 4 is half of 8).
Understand the order of numbers in a list: 1st, 2nd, 3rd, etc

Focus on Number Sense - Looking at our Foundation Blocks and SOL

Vocabulary of Number Sense

Conservation of Number - https://kindergartenteacherclaire.wordpress.com/2009/11/07/conservation-of-numbers/
Subitizing - http://teachmath.openschoolnetwork.ca/grade-1/number-sense/subitizing/
One-to-one correspondence - https://gfletchy.com/2016/03/05/be-the-teacher-moving-from-counting-to-cardinality/
Unitizing -http://teachmath.openschoolnetwork.ca/grade-5/decimals/unitizing/
Cardinality - https://gfletchy.com/2016/03/05/be-the-teacher-moving-from-counting-to-cardinality/

Number Sense Vocabulary from the VA DOE - http://www.doe.virginia.gov/instruction/mathematics/resources/vocab_cards/math_vocab_cards_4.pdf

My Granny Goes to Market

Think of a number talk that might go with this book to promote number sense.

Identify how you might use the text to teach:

Conservation of number
Synchrony
Subitizing
One to one correspondence
Compensation
Rote Countuing
Tagging
Unitizing
Cardinality

TUESDAY

AGENDA

At the end of class today you will be able to:

Explain how oral language supports the learning of math for all students.
Demonstrate how manipulatives support the development of number sense.
Demonstrate the ability to create work problems from a piece of children's literature.

Promoting Number-Sense Development

Number Sense is having an intuition about numbers and their relationships. It develops gradually through exploring numbers in the use of a variety of representations - physical, pictorial, visualizing, oral, concrete, abstract.

Use a variety of manipulatives (dot cards, five and ten frames, dominoes, cubes, number lines and charts) and make explicit language-supported connections between numbers, symbols, and their meaning.
Make connections using what students already know with verbal scaffold, demonstrations, hands-on objects and experiences.
Never assume that students have a firm basic number understanding. Be especially aware at critical transition point - living moving from whole to negative numbers or whole numbers to fractions.

Number Sense Activities

Minute to Win It
Playing Card Mats
Deal Out 10
I can

The Language of Mathematics

Mindful teacher talk - use math terms consistently; model verbal expressions - think alouds or self talk; connect objections and pictures with numbers and symbols
Scaffolds concept understanding via language.
Promote language as a problem-solving tool.
Encourage student use of self talk.
Provide practice with speaking and writing justification.

Problem Solving and My Granny Goes to Market

CGI - Cognitively Guided Instruction

..."an approach to teaching mathematics that builds on children’s natural problem-solving strategies."

Children bring an intuitive knowledge of mathematics to school with them and that this knowledge should serve as the basis for developing formal mathematics instruction in primary school.
Math instruction should be based on the relationship between computational skills and problem solving, which leads to an emphasis on problem solving in the classroom instead of the repetition of number facts (e.g., practicing the rules of addition and subtraction

Addition and Subtraction Problem Types (the types of action or relationships described in the problem)
Join -
- Involve a direct or implied action in which a set is increased by a particular amount
- Actions take place over time; quantity increases
- Result unknown; Change unknown; Start unknown
Separate
- Involve a direct or implied action in which a set is decreased by a particular amount
- Staring quantity, change quantity, results
Part-Part-Whole
- No direct or implied action; no change over time; both sets are important in the problem
- Whole Unknown
- Part Unknown
Compare
- Involves relationships between qualities
- Compare two distinct sets -
- There is a referent set and the compared set; the difference

Writing Problems from My Granny Goes to Market

Using My Granny Goes to Market:

Create 2 addition problems - One join, part-part whole
Create 2 subtraction Problems - Separate, Compare

ASSIGNMENTS for Oct. 29 and 30

1. Complete and submit 1st lesson plan for Work Sample - Monday, Oct. 29.

2. . Read, Getting Started with Effective Math Talk AND https://elemath.hallco.org/web/wp-content/uploads/2014/05/Number-Talks-Quick-Start-Guide.pdf

Find a problem that could be used for a Math Talk. Be prepared to lead the class in a 5 minute Math Talk on Monday.

3. Prepare current event assignment for Tuesday, Oct. 30. Directions in Math Google folder. https://docs.google.com/document/d/1VI6cMmh6tV5cl6Nn2Y9W2B5PKlHbjOMBYmOj7_RdtlY/edit#

Group 1: Megan, Taylor, Sierra
Group 2: Diana, Cassie, Kaitlyn, Meredith

4. VCSS Conference - Nov. 2 - Please arrive on time and plan on staying for the day. You will need to submit a list of the sessions you attended and be ready to share about 2 of them.

Thursday, Nov. 1 - ON Radford Campus; presentation by Jamestown Yorktown Foundation - Bonnie Auditorium, 3:00-4:00 Plan on leaving schools about 1:30 to have time to get to campus and park.

5. Current Event groups for Tuesday, Nov. 6 - Meeting 9-11:30 - Group 1: Allyson, Laura, Samantha Group 2: Brooke, Lena, Rachel

6. Current Event groups for Monday, Nov. 12 - Group 1: Lizzie, Victoria, Brianna

7. ALL work sample lesson plans are due by Nov. 9. Early submissions are encouraged and welcomed.

8. Monday, Nov. 5 - EDRD 414 - 12:30-3:30, NO Seminar; Tuesday, Nov. 6 - EDUC 410, 9:00-11:30; Wednesday, Nov. 7 - EDUC 410, 12:30-3:30

Current Events.18

Google Sites

Report abuse