In Math we're taking time to explore numbers, by playing with them, deconstructing and reconstructing them in many different ways, in an attempt to deepen understanding about how numbers work. We call this number sense. Essentially, it's flexible and intuitive thinking about numbers. It's an understanding of numbers, their magnitude, their relationships and how they're affected by various operations. Number sense typically comes as a by product of learning rather than through direct instruction. We promote number sense through mathematical tasks and by encouraging students to make connections to their own experiences and previous learnings. In order for students to develop deep understanding of many math concepts, especially as them move through the grades, flexible and fluent thinking with numbers is necessary. Although many of the tasks and activities the children are presented with may seem trivial or simple, they're in fact promoting just this - flexible and intuitive thinking - number sense.
We call this, the hand game. We were working specifically on number five for a couple of weeks so five was the focus of this activity. Five cubes, between two partners. One friend distributes the cubes discreetly between their two closed fists. The partner chooses a hand to open or reveal and then declares how many must be in the hidden, closed fist. In this example, the right hand revealed 3 cubes. I might say, 3 and 2 more is five. Then my partner would reveal the other hand.
In the activity below, bowls of various pattern blocks were set out at table groups. Students were given the challenge of creating something visually with the blocks and recording a number sentence to match. This moved them from representing five in only two parts, in the hand game, to more possibilities. It also allowed them to think visually, spatially and numerically. Lots of unique creations emerged. They glued a paper version of their idea down. Here are a few examples.
We call this, the hand game. We were working specifically on number five for a couple of weeks so five was the focus of this activity. Five cubes, between two partners. One friend distributes the cubes discreetly between their two closed fists. The partner chooses a hand to open or reveal and then declares how many must be in the hidden, closed fist. In this example, the right hand revealed 3 cubes. I might say, 3 and 2 more is five. Then my partner would reveal the other hand.
In this example, all of the cubes were in one hand. So all five must be in the other. Kids love playing this with a friend. I can hear some on them using counting on as a strategy (they see three, count four, five and know it's two) and then before long they know all the possible combinations.
In the activity below, bowls of various pattern blocks were set out at table groups. Students were given the challenge of creating something visually with the blocks and recording a number sentence to match. This moved them from representing five in only two parts, in the hand game, to more possibilities. It also allowed them to think visually, spatially and numerically. Lots of unique creations emerged. They glued a paper version of their idea down. Here are a few examples.
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