1 00:00:00,000 --> 00:00:12,800 Hello and welcome to Making Number Sense Makes Sense, a podcast for elementary teachers, 2 00:00:12,800 --> 00:00:17,680 specifically early elementary teachers, looking to really make an impact in the number sense 3 00:00:17,680 --> 00:00:19,680 of their students. 4 00:00:19,680 --> 00:00:22,440 Hello and welcome back to Making Number Sense Makes Sense. 5 00:00:22,440 --> 00:00:25,920 Today I'm here to talk with you about the Wreck and Wreck. 6 00:00:25,920 --> 00:00:28,200 Have you ever seen one before? 7 00:00:28,200 --> 00:00:34,840 The Wreck and Wreck is basically a tool that is great for lots of different things when 8 00:00:34,840 --> 00:00:40,480 working with kindergarten, first grade, second grade, in moving past counting things one 9 00:00:40,480 --> 00:00:45,400 by one and starting to unitize, starting to subitize and developing more sophisticated 10 00:00:45,400 --> 00:00:46,760 counting strategies. 11 00:00:46,760 --> 00:00:48,280 So let's learn about it. 12 00:00:48,280 --> 00:00:56,680 So a Wreck and Wreck has two rods with 10 beads each, five red and five white. 13 00:00:56,680 --> 00:01:00,920 And the setup of the Wreck and Wreck with the 10 and 10 and five and five really helps 14 00:01:00,920 --> 00:01:05,440 students with a lot of things that we need to be able to be really sophisticated counters 15 00:01:05,440 --> 00:01:09,240 and move from counting to addition and subtraction strategies on and on and on. 16 00:01:09,240 --> 00:01:13,560 When introducing a Wreck and Wreck to my kindergarteners, I usually like to wait a little bit until 17 00:01:13,560 --> 00:01:19,360 they've had a lot of practice counting and really developing their counting number sequence 18 00:01:19,360 --> 00:01:23,560 and one-to-one correspondence before we move on to a Wreck and Wreck. 19 00:01:23,560 --> 00:01:25,320 How do you introduce it to your students? 20 00:01:25,320 --> 00:01:29,040 Well, I usually start by asking them what they notice about it. 21 00:01:29,040 --> 00:01:32,200 That there's 20 beads, that there's five and five, there's some on the top and some on 22 00:01:32,200 --> 00:01:33,200 the bottom. 23 00:01:33,200 --> 00:01:37,160 And very important when using any math tool, I want to give them a chance to really play 24 00:01:37,160 --> 00:01:40,760 with it, shake it, see what it feels like, move the beads around before it becomes a 25 00:01:40,760 --> 00:01:41,760 tool. 26 00:01:41,760 --> 00:01:47,040 They're play out of it, though we still have lots of fun games to play with it. 27 00:01:47,040 --> 00:01:52,000 After I've introduced it, I like to try and have them show me different numbers. 28 00:01:52,000 --> 00:01:53,680 Like, oh, can you show me this number? 29 00:01:53,680 --> 00:01:57,440 Can you show me this number and tell me what they notice about when we move the numbers 30 00:01:57,440 --> 00:01:58,440 around? 31 00:01:58,440 --> 00:02:03,960 What it looks like, what it feels like, what the other side looks like, that is not in 32 00:02:03,960 --> 00:02:05,640 play, all those different things. 33 00:02:05,640 --> 00:02:10,800 So to use a Wreck and Wreck, I usually like to remember the rhyme white on the right. 34 00:02:10,800 --> 00:02:15,840 So the white beads belong on the right side and that is the zero position or starting 35 00:02:15,840 --> 00:02:16,840 position. 36 00:02:16,840 --> 00:02:19,880 And then from there, the kids slide the beads over. 37 00:02:19,880 --> 00:02:25,440 Now, like I said, they can slide one by one, but the benefit of a Wreck and Wreck is you 38 00:02:25,440 --> 00:02:29,400 really try to get them to see, instead of seeing like one, two, three, four, five, actually 39 00:02:29,400 --> 00:02:34,960 get them to see five and swipe them all at one time so they can start to think of numbers 40 00:02:34,960 --> 00:02:37,880 as bigger chunks versus one by one. 41 00:02:37,880 --> 00:02:42,280 The Math Resource Learning Center has a great PDF about Wreck and Wrecks and how to introduce 42 00:02:42,280 --> 00:02:45,800 them and some activities and lessons you could do with them, and I will have that link for 43 00:02:45,800 --> 00:02:47,200 you in the description below. 44 00:02:47,200 --> 00:02:51,280 Now, when students are using the Wreck and Wreck, what you're really looking for is if 45 00:02:51,280 --> 00:02:53,760 they can start to group numbers together. 46 00:02:53,760 --> 00:03:00,120 So instead of moving over seven one at a time, they would do five, six, seven, or if they 47 00:03:00,120 --> 00:03:02,720 can just push seven along the whole time. 48 00:03:02,720 --> 00:03:07,080 Something that'll really help with that is if they get to use them a lot. 49 00:03:07,080 --> 00:03:11,840 A lot of visuals, a lot of being able to play with it and see it and start to remember what 50 00:03:11,840 --> 00:03:16,280 those numbers look like or suputizing, which is one of the great things about a Wreck and 51 00:03:16,280 --> 00:03:20,480 Wreck, similar to a ten frame that you can suputize that way, is a different way to see 52 00:03:20,480 --> 00:03:24,760 numbers, a different way to play with them, and a different way to learn to suputize or 53 00:03:24,760 --> 00:03:26,560 see numbers without counting. 54 00:03:26,560 --> 00:03:31,840 Because of the structure of the Wreck and Wreck with five red and five white beads altogether 55 00:03:31,840 --> 00:03:37,160 making ten, it really helps to support an anchor to five and an anchor to ten when kids 56 00:03:37,160 --> 00:03:41,160 are counting and eventually using addition and subtraction strategies. 57 00:03:41,160 --> 00:03:45,760 So they can think of those friendly numbers and then from there build on or build backwards 58 00:03:45,760 --> 00:03:46,760 from it. 59 00:03:46,760 --> 00:03:50,800 Something else that Wreck and Wreck are really great for is learning about doubles and near 60 00:03:50,800 --> 00:03:52,520 doubles and what they might look like. 61 00:03:52,520 --> 00:03:55,960 If your question was eight plus eight and they put eight on the top and eight on the 62 00:03:55,960 --> 00:04:01,480 bottom, they might start to see that eight is also the same as ten. 63 00:04:01,480 --> 00:04:06,600 Eight plus eight is also the same as ten plus six is also the same as ten on the top and 64 00:04:06,600 --> 00:04:07,600 six on the bottom. 65 00:04:07,600 --> 00:04:12,000 There's lots of different ways that they could see it, which helps them with their fact fluency 66 00:04:12,000 --> 00:04:15,360 and applying their previous knowledge to new problems, which is what we want. 67 00:04:15,360 --> 00:04:19,280 We want to develop their number sense so that they can approach any problem that they might 68 00:04:19,280 --> 00:04:20,280 have. 69 00:04:20,280 --> 00:04:23,880 Building off of the doubles and near doubles, it's also really helpful to see the different 70 00:04:23,880 --> 00:04:27,600 ways that kids think about numbers and think about solving problems. 71 00:04:27,600 --> 00:04:31,520 A lot of times in math people are pigeonholed into thinking there's only one way to do 72 00:04:31,520 --> 00:04:33,920 everything, but that's just simply not true. 73 00:04:33,920 --> 00:04:37,800 And lots of kids, depending on their level and how familiar they are with the Wreck and 74 00:04:37,800 --> 00:04:43,240 Wreck might help them change or think about things in a different way, working with partners, 75 00:04:43,240 --> 00:04:45,600 working with our partners and just seeing things differently. 76 00:04:45,600 --> 00:04:50,680 For example, if you are doing nine plus six, some students might need to make the nine 77 00:04:50,680 --> 00:04:55,680 on the top row and nine on the bottom row to figure out what that was, whereas others 78 00:04:55,680 --> 00:04:57,920 might be able to start compensating. 79 00:04:57,920 --> 00:05:00,360 Understanding that nine and ten are really close. 80 00:05:00,360 --> 00:05:04,480 So instead of moving nine and six, they might move ten and five and start to develop more 81 00:05:04,480 --> 00:05:10,040 sophisticated counting strategies and addition and subtraction strategies moving into first 82 00:05:10,040 --> 00:05:12,240 grade and continuing into second grade. 83 00:05:12,240 --> 00:05:16,880 We've talked about what a Wreck and Wreck is, how to introduce it, and the benefits 84 00:05:16,880 --> 00:05:19,080 of using a Wreck and Wreck in your classroom. 85 00:05:19,080 --> 00:05:24,080 Let's dive into some full group, small group, center activities that you can use Wreck and 86 00:05:24,080 --> 00:05:25,080 Wreck for. 87 00:05:25,080 --> 00:05:28,840 So the first one kind of goes along with subitizing is quick images. 88 00:05:28,840 --> 00:05:33,600 To play quick images, you will flash a number really quickly, and then the students either 89 00:05:33,600 --> 00:05:40,040 have to think about in their head what that might look like or build that number on a Wreck 90 00:05:40,040 --> 00:05:43,160 and Wreck or whatever you're using for subitizing. 91 00:05:43,160 --> 00:05:47,600 So in this case, we would be using the Wreck and Wreck cart or your own Wreck and Wreck 92 00:05:47,600 --> 00:05:51,560 and show them for three to five seconds, put it down and see if they can recreate or figure 93 00:05:51,560 --> 00:05:54,000 out in their head the number that you showed. 94 00:05:54,000 --> 00:05:59,240 The next activity could be done small group or full group, and it's called one push two 95 00:05:59,240 --> 00:06:00,240 pushes. 96 00:06:00,240 --> 00:06:04,960 So like I said before, the Wreck and Wreck is really great about developing strategies 97 00:06:04,960 --> 00:06:07,460 that are beyond just counting from one. 98 00:06:07,460 --> 00:06:12,200 So with one push two pushes, you would give your students a number, for example, seven, 99 00:06:12,200 --> 00:06:17,400 and have them think about how they might make a seven on their Wreck and Wreck in the least 100 00:06:17,400 --> 00:06:18,400 number of pushes. 101 00:06:18,400 --> 00:06:21,200 So just one push to make the number seven. 102 00:06:21,200 --> 00:06:24,640 So they might discuss like, oh, well, you might have to move it like this. 103 00:06:24,640 --> 00:06:27,960 Some students might say, oh, I just know five and two is seven. 104 00:06:27,960 --> 00:06:30,760 So I'm just going to have two white beads and move them over. 105 00:06:30,760 --> 00:06:35,360 But other students might be like, oh, well, see any five, six, seven, or some might still 106 00:06:35,360 --> 00:06:39,800 have to count it out in their head to know how many to move over in just one push. 107 00:06:39,800 --> 00:06:43,000 And then two pushes would be for a double digit number. 108 00:06:43,000 --> 00:06:48,280 So from 11 to 20, like how can you make the number 12 in just two pushes? 109 00:06:48,280 --> 00:06:51,440 So for that one, you would try to move 10 and two. 110 00:06:51,440 --> 00:06:55,840 The next game is something that you can do as a math center or math station. 111 00:06:55,840 --> 00:06:57,720 It's called pick, build, and cover. 112 00:06:57,720 --> 00:07:01,680 So the way that you play pick, build, and cover is you pick a Wreck and Wreck card, 113 00:07:01,680 --> 00:07:07,400 you build it on your Wreck and Wreck, and then find that number on your counting mat. 114 00:07:07,400 --> 00:07:11,680 And I'll have a link to that below that you can use in your classroom. 115 00:07:11,680 --> 00:07:14,320 The next game is called spin and slide. 116 00:07:14,320 --> 00:07:17,840 So for this one, they'll have a spinner that has the Wreck and Wreck's on it, either one 117 00:07:17,840 --> 00:07:23,240 to 10 or 11 to 20, depending on their counting level. 118 00:07:23,240 --> 00:07:27,480 And they would spin whatever number it is, and then figure out how they would slide to 119 00:07:27,480 --> 00:07:29,400 make their Wreck and Wreck match the number. 120 00:07:29,400 --> 00:07:33,080 And if you want to make it a little more challenging, instead of giving a picture of the Wreck and 121 00:07:33,080 --> 00:07:36,480 Wreck, you can just do numerals, and then they have to figure out what that numeral 122 00:07:36,480 --> 00:07:39,320 would look like instead of doing a direct match. 123 00:07:39,320 --> 00:07:43,120 In the next two games, you can access for free in the link in the description. 124 00:07:43,120 --> 00:07:45,600 The first one is called spin, count, and cover. 125 00:07:45,600 --> 00:07:50,440 So for this one, the students have a spinner, and they will spin it and see what number 126 00:07:50,440 --> 00:07:52,720 they get, and whatever number they get, numeral they get. 127 00:07:52,720 --> 00:07:58,800 They'll have to find that number on their counting mat and cover it with whatever you 128 00:07:58,800 --> 00:08:01,240 might have in your classroom. 129 00:08:01,240 --> 00:08:03,280 And then they keep going until they finish the board. 130 00:08:03,280 --> 00:08:06,920 And that one also has the version for one to 10 and 11 to 20. 131 00:08:06,920 --> 00:08:11,680 The last game is called how many combinations can you find? 132 00:08:11,680 --> 00:08:15,040 And this one has more to do with composing and decomposing numbers. 133 00:08:15,040 --> 00:08:17,920 So you would either give your students the number that they're working on, or they could 134 00:08:17,920 --> 00:08:22,480 roll a dice, whatever they need, to figure out which number they're going to be working 135 00:08:22,480 --> 00:08:23,480 with. 136 00:08:23,480 --> 00:08:27,960 So for example, if they're working with a number five, they would work with a partner 137 00:08:27,960 --> 00:08:33,560 or on their own to figure out how many different ways they can make a five on their Wreck and 138 00:08:33,560 --> 00:08:34,560 Wreck. 139 00:08:34,560 --> 00:08:38,520 So you can have one student be the top and one student be the bottom, or you can have 140 00:08:38,520 --> 00:08:42,360 them just working out, see if they could figure it out together, and record their answers 141 00:08:42,360 --> 00:08:45,840 that they got on their recording sheet, which like I said is available in the link in the 142 00:08:45,840 --> 00:08:46,840 description. 143 00:08:46,840 --> 00:08:51,600 That was a lot of information about Wreck and Wreck, and I hope that you found it helpful. 144 00:08:51,600 --> 00:08:55,400 If you're looking for a digital version of a Wreck and Wreck, I will have that link down 145 00:08:55,400 --> 00:09:00,760 below that you can access for free, a zero to 20 Wreck and Wreck and a zero to 100 Wreck 146 00:09:00,760 --> 00:09:02,600 and Wreck that you'll be able to use. 147 00:09:02,600 --> 00:09:07,120 Again, don't forget to grab your free products in the link in the description. 148 00:09:07,120 --> 00:09:11,360 And there'll also be a blog post that goes with this as well, if you'd like to see everything 149 00:09:11,360 --> 00:09:12,360 right now. 150 00:09:12,360 --> 00:09:14,080 I hope that you found this helpful. 151 00:09:14,080 --> 00:09:31,440 Make sure to subscribe for more math videos, and I will see you next time. 152 00:09:31,440 --> 00:09:51,280 And to play quick images, you basically flash something for...