Number SenseDay 3

Reflecting on Get to 1,000.

Go to mscsummercourses2013.wikispaces.com and then to the number sense page.

Respond to the discussion prompt for day 3.

AgendaMental Math VideosGamesEstimation Getting Close PlanningSharing

Mental Math

Number Talks Video: Grade 532 x 15What examples support the strong learning

community that exists in this classroom?The distributive property is interwoven in most of

the students’ strategies. What examples do you notice of this property being used?

Choose one of the strategies to model with an area model (open array). Share your thinking with someone.

What evidence is there that students were using number sense to solve the problem?

Is there any evidence that students were engaged in the Standards for Mathematical Practice?

Number Talks Video: Grade 5496 ÷ 8 How does the succession of problems provide a scaffold for

students to solve 496 ÷ 8? How does this sequence provide multiple ways for students

to access the problem? In what other ways could 496 ÷ 8 be solved using the prior

problems? What do these students understand about division and

multiplication? The teacher repeatedly asks students to explain where their

answer is in their strategy. Why is this an important focal point throughout the discussion?

What evidence is there that students were using number sense to solve the problem?

Is there any evidence that students were engaged in the Standards for Mathematical Practice?

Math Reasoning Inventory

Mental Math-”Monica”Which is greater, 5/12 or 5/8? How

do you decide that?https://

mathreasoninginventory.com/Home/ReasoningFractions (see Comparing Mentally)

Which of our strategies matched the student’s thinking?

Based on the strategy the student used, which properties did he/she use?

What evidence is there that students were using number sense to solve the problem?

Mental Math- “Jennifer”Solve 0.65+____=1.6https://

mathreasoninginventory.com/Home/ReasoningDecimals (see Computing Mentally)

Which of our strategies matched the student’s thinking?

Based on the strategy the student used, which properties did he/she use?

What evidence is there that students were using number sense to solve the problem?

Formative AssessmentBased on these interviews, what

would you do if a group of students in your classroom were unsuccessful in accessing and utilizing strategies based on number sense?

How would you further help them develop their number sense?

Games to Develop Number SenseFinding DoublesDoubles More or LessRolling for Tens

Play each of the games. After you play each game, answer the following questions:◦ What concept(s) is the focus of each game?◦ What tools might students use to support to

solve the problems?◦ Might they reason with facts they know? Use

landmark strategies? Use make-a-ten? Use the 5- or 10-structure? Discuss the strategies students might use. How might you promote the use of more efficient strategies?

Games to Develop Number Sense

What evidence will you look for to see if students understand the underlying mathematics of the game?

What evidence will you look for to see if students are using number sense as they play the game?

Look at your game recording sheet. Where do you find this concept in the standards?

Estimation

+ =6

7 12

Determine the value of the numerator and denominator without repeating the digits 6 and 7. Use estimation, not common denominators.

EstimationEstimate + .a. 1 b. 2 c.19 d. 21

Which fraction is closest in value to 1, or ?

The product of x isa. Greater than ½ b. equal to ½c. Less than ½ d. I don’t know.

Think of ways to incorporate number sense activities throughout the year.

What steps/actions must you take to support students in developing number sense?

PlanningPlan task focusing on one

standard and one standard for math practice to develop/extend number sense.◦Include at least one of the following: The use of visuals A mental math activity and a game. An estimation activity.

SharingShare at least one of your

activities with the rest of the group.