Developing Number Sense in Kindergarten

Our Challenge

• To create a classroom where students make sense of math.

• To help develop flexible, intuitive thinking with numbers.

Not…What am I going to teach?

But…What are my students going to learn?

Number Sense

Quick Write

• For 1 minute, jot down as many “parts” of “Number Sense” that you can.

• Find a partner. Compare your list with your partner’s list. Create a “joint” list.

• Find a pair. Compare your joint list with your pair’s joint list. Create a “master” list.

• Together, compare your master list with the list on the next screen. What needs to be added to the list on the screen?

Number Sense Components

• Develop one-to-one correspondence

• Understand cardinality• Construct quantities• Represent numbers• Recognize relationships

among numbers• Use conservation of

number• Build visual images of

quantities• Recognize inclusion

• Make reasonable estimates • Make comparisons• Use symbols to represent

numbers and relationships• Build an understanding of

place value• Compute fluently • Connect meanings of

operations and how they relate to one another

DevelopingNumber Sense

is much more than memorizing

facts&

symbols!

What Do We Know about “8”?

• Count to eight (know the number words).

• Count eight objects and know that the last number word tells how many.

• Write the numeral 8.• Recognize the numeral 8.• More and less by 1 and 2: 8 is

one more than 7, one less than 9, two more than 6, and two less than 10.

• Spatial patterns for 8 such as

• Anchors to 5 and 10: 8 is 5 and 3 more and 2 away from 10.

• Part-whole relationships: 8 is 5 and 3, 2 and 6, 7 and 1, and so on.

• Other relationships such as– Doubles: double 4 is 8– Relationships to the real world:

8 is one more than the days of the week, my brother is 8 years old, my reading book is 8 inches wide.

Foundation of K• Comparing: More, Less- without counting• Counting– Forward Number Sequence– One-to-One Correspondence– One-to-One Tagging– Cardinality– Keeping Track– Concept of Zero

• Comparing: More, Less, Same- with counting• Numeral Recognition and Writing

Foundation of K

• Subitizing• Relationships Between & Among 1-10– Inclusion– One more/less– Benchmark numbers: 5 & 10– Part, part, whole– Sense of equality– Informal language to describe joining & separating

problems

• Symbols & Notation– (+) (-) (=)

Comparing: without counting

• 1-2-3 Snap It! • Dot Cards

Counting

• Forward Number Sequence

• One-to-One Correspondence

• One-to-One Tagging• Cardinality• Keeping Track• Concept of Zero

Answers the question,

“How many?”

Let’s Watch!

Counting

• Forward Number Sequence

• One-to-One Correspondence

• One-to-One Tagging• Cardinality• Keeping Track• Concept of Zero

One-to-One Correspondence

One-to-One Tagging

Exploration Stations: Counting

• Find a partner.• Play each game and explore each activity with your

partner.• Check off each station as completed.• Record ideas, extensions and additional explanations

you want to remember about each of the stations.• Notice how “recognizing and writing numerals” are

varied throughout the stations.• Be prepared to share your thoughts & experiences

afterwards.

Exploration Stations: Counting

• Your Thoughts and Experiences!

Exploration Stations: Counting

• Recognizing and Writing Numerals– Said aloud– Label work with number tiles, cards, etc.– Write the numeral

• Strategies– Dot die vs. number cube– Written numeral & representation together– Models of numerals provided

Side Note: Terminology• Numbers

– Numbers are concepts or ideas. The number six for example, is the idea of ‘six-ness’.

• Number Words– Number words are the names for numbers… usually refer to

spoken or heard number words.• Digits

– The digits are the ten basic symbols in the numeration system (the system of symbolizing numbers).

– The digits are 0, 1, 2, … 9.• Numerals

– Numerals are written symbols for numbers, for example, 27, 246, 8. The ten digits from 0 to 9 can also be referred to as numerals.

Comparing

• More than• Less than• Same (amount) as

Answers the question,

“How are these sets alike… how

are they different?”

Exploration Stations: Comparing• Find a partner.• Play each game and explore each activity with your

partner.• Check off each station as completed.• Record ideas, extensions and additional explanations

you want to remember about each of the stations.• Notice how “more, less, & same” are integrated

throughout the stations.• Be prepared to share your thoughts & experiences

afterwards.

Exploration Stations: Comparing• Your Thoughts and Experiences!

Exploration Stations: Comparing

• Strategies– Direct Comparison– With and without representations– More/Less spinner– More/Less cards– Importance on vocabulary- rather than symbols (<,

>, =)– Same activity- different emphasis

Math Inventory

• 25 Folks Responded • Bucket Balance: 5• Color Tiles: 5• Counters: 3• Geometric Solids: 7• Tangrams: 7• Tape Measurers: 11• Unifix Cubes: 2• Wooden Cubes: 5• Spinners: 11

WOW!

Brian ScarlettPresident

Didax Education395 Main St

Rowley MA 01969Phone: (978) 997-4310

brian@didax.com

Make & Take- TONIGHT!

• Hotel Lobby 7:00 – 9:00– Optional- but, gee, why wouldn’t you come? – All materials provided!!– Great opportunity to make stuff, get more ideas

from each other, and have stuff ready to use when you get back to the classroom!!!