5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. BACKGROUND INFORMATION (Information quoted from Van de Walle and Lovin, Teaching Student-Centered Mathematics: Grades pages 142-143) magnitude refers to the size relationship one number has with another- is it much “Relative larger, much smaller, close or about the same? There are several quick activities that can be done with a number line sketched on the board. The number line can help children see how one number is related to another. We should not permit children to place-value concepts without encouraging them to see number in the world around them. You do not need a prescribed activity to bring real numbers in the classroom.” ESSENTIAL QUESTION How can place value help us locate a number on the number line? MATERIALS Spinners, one per pair of students 0 100 student number – 0 100 class number line made from adding machine tape or sentence strips – clips or clothes pins Empty number line set One per student – GROUPING Partners, Individual NUMBER TALK Strategy: Making 10 This strategy encourages students to 10” as they add mentally. sequence of problems “make “The within a given number talk allows students to apply strategies from previous problems to subsequent problems.” 8 + 2 1 + 8 + 1 8 + 5 + 2 2 + 7 + 8 Please refer to pgs. 125-128 in by Sherry Parrish for more examples of number Number Talks talks that will further develop this strategy.
5. Use appropriate tools strategically. 6. Attend to precision. 7. Look for and make use of structure. BACKGROUND INFORMATION (Information quoted from Van de Walle and Lovin, Teaching Student-Centered Mathematics: Grades pages 142-143) “Relative magnitude refers to the size relationship one number has with another- is it much larger, much smaller, close or about the same? There are several quick activities that can be done with a number line sketched on the board. The number line can help children see how one number is related to another. We should not permit children to place-value concepts without encouraging them to see number in the world around them. You do not need a prescribed activity to bring real numbers in the classroom.” ESSENTIAL QUESTION How can place value help us locate a number on the number line? MATERIALS Spinners, one per pair of students 0 – 100 student number 0 – 100 class number line made from adding machine tape or sentence strips clips or clothes pins Empty number line set – One per student GROUPING Partners, Individual NUMBER TALK Strategy: Making 10 This strategy encourages students to “make 10” as they add mentally. “The sequence of problems within a given number talk allows students to apply strategies from previous problems to subsequent problems.” 8 + 2 1 + 8 + 1 8 + 5 + 2 2 + 7 + 8 Please refer to pgs. 125-128 in Number Talks by Sherry Parrish for more examples of number talks that will further develop this strategy.