Number Sense Maths PD

Developing Foundations of Number
Sense Workshop 1

Workshop Series Outcomes

•Develop understanding of number sense

•Identify connections between number sense and mathematics

•Identify relevant materials, strategies and activities for teaching of number sense

Developing Foundation for Number Sense

·         Reading-Number Sense – What does it mean? Key points from notes – add here

·         Listening to the kids – hearing what they are saying – what number sense are they using.

·         Place value – suits of armour / where it sits determines it’s value / 1-9 is repeated /  0 is the place holder / 32 = 3 tens and two ones / really big numbers to be put in a context e.g. numbers over 1000 also 100 grains of sand compared to 100 people.

·         Visual Strategies

·         Subitising – the process of instantaneously recognising of items in any spatial structure without counting

·         Reading –“ Early Spatial Thinking And The Development of Number Sense” –Janette Bobis

·         Subitising tasks to develop number sense - add links here

Provide language scaffolds – use this for patterns e.g dots/ square patterns

I know that it is……………………………….

Because I saw ……………………………………

And …………………………………….

My Kids Can (Making Math Accessible to All Learners, K-5 – Edited by Judy Storeygard (Heinemann) –see chapter 5 for tens frames activity

Get the children to talk about what they need to pay attention to e.g.

What did you see on each tens frame i.e. 5 + 3 and 5 + 2 (teacher started with quick images). Use this as class hot spot and as management technique for settling children.

Apps  to support

Counting

What approaches do you use with your students?

Build from concrete to abstract to symbol – e.g. how can I do this with counting

How does counting support the development of number sense? Can we use bundles of ten, using tens frames with twos for counting 2’s to help develop these.

Use a blank no. line and get children to place numbers e.g.

“Where would I place 32?”

Choral counting – write it up on the board and get children to notice the patterns

e.g.

6             66         126

12            72

18            78

24

30

36

42

48

54

60

What type of FOCUS do I need in my year level to help my students to develop number sense?

What is the big idea I want them to get and how am I going to support that?

Talk Moves / Mathematical Inquiry Video

What does this look like in Room 13? - putting it into practice!!!

Doing this as a hot spot activity really highlighted the difference between the counting sequence and number sense. Rio, a new 5 year old counted to '99' in his J.A.M test but as you can see in the photos below his sense of number needs developing. The children enjoyed the 'challenge of this activity and it also highlighted the importance of making the tasks challenging when 'Rylee' used counting to solve one of the 'quick images'. We hadn't started working on this strategy in class. 

Add photos of kids work in number sense book, pic collage pic of progression (take photos of teen activity)

After re-reading Chapter 5, I know that I need to be even more explicit when using this activity as a class hot spot or group activity. Copy phrase into planning to ensure that I am using it.

My Kids Can (Making Math Accessible to All Learners, K-5 – Edited by Judy Storeygard (Heinemann) -"Page 40 - "So when I show you the image, what are you paying attention to? What are you trying to remember in that three seconds I give you?"

Asking these questions highlights that there are certain things that are useful to pay attention to in general as students do this activity. It also helps them focus on the strategies they are already using