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Today's number sensor teen is quick images.

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Another tried and true number sense routine

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my students really enjoy.

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And four ways you can take it up a notch,

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make it an extension and bring it to the next level.

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Hello and welcome to Making Number Sense Makes Sense.

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A podcast for elementary teachers,

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specifically early elementary teachers,

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looking to really make an impact

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in the number sense of their students.

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Developing Number Sense is really a long-haul effort.

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It's something that kind of compounds over time

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instead of just something you do once and be done with.

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And part of that is including lots of different

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number sense routines that your kids can learn,

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get really good at before moving on to the next one.

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So last week I talked about which one doesn't belong,

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a great way to get your kids thinking.

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This one, quick images,

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it was a little bit more strictly mathy I guess,

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but still something really quick, easy and fun.

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This should never be something that takes forever.

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It really should be a quick routine

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that you can add in a little bit day by day

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to grow their confidence, get your kids thinking,

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get your kids talking,

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and becoming really flexible math thinkers.

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Quick images is basically what it sounds like.

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You show your students an image quickly

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and then they have to figure out

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how many were on the image that you showed.

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Now this image could really be anything,

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any numbers of, or combinations of numbers,

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organized randomly or in familiar patterns.

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So like randomly like five dots all over the place

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or a familiar pattern like on a dice face.

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So it can be dice, it can be dots,

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it can be finger patterns, five frames, 10 frames,

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wreck and wreck, anything like that that has kind of,

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the potential for regular or irregular combinations

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you can show and then the kids have to figure out how many.

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Now, when I say quick, I mean quick,

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like three to five seconds you're showing them tops

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and then that way they don't necessarily have the chance

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to count one by one by one,

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they're really gonna have to subitize

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or figure out how many there are quickly.

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So they might see a dice face that has five

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and just already know that it's five

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because they're used to the dice face

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or it's almost like they're taking a picture in their head

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and if they do have to count it,

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they're thinking about the image that they have in their head

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and then counting it that way.

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So it's really moving from like one to one correspondence

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in a like tactile way and making it be more abstract.

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So from a concrete moving towards more abstract thinking

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about numbers.

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Now, for quick images, you would say to your students,

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so hit an image, you're gonna say,

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okay, I'm gonna show you something for a few seconds

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and then I'm gonna hide it.

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So you have to make sure that you're looking

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so that you'll be able to see what the image is

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and then I'm gonna, and after I hide it,

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you're gonna have to figure out how many are there.

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And again, if you heard last week's episode talking about,

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you can have them do thumbs up when they're ready

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instead of just raising their hand

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so that more kids are encouraged to participate,

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getting enough think time before having to respond.

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So in that way, you would show them, hide it

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and then they'd have to figure out how many

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and then at that point, you can have them share

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with a partner how many they thought they saw

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or how many the partner saw and then share out.

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So more traditional number talk style.

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So if they did see five, they might say,

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oh, I knew it was five because I saw it looks like a dice

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and that's how I know that there are five.

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Or they might say, I saw two on the top,

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two on the bottom and one in the middle

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and then when I counted them all together, it made five.

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So really kind of encouraging them to think

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about things differently and again, if they did see just five,

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they know what the dice face,

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think about what else it might look like

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while the students who are more quick with their thinking

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give the other students time to think.

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A big, big thing to remind your students of

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is that mistakes are great.

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Mistakes are okay because they help your brain to grow.

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They help your brain make connections.

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So don't be afraid of mistakes

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and that can be something that's kind of hard

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for kids to really figure out, hard to swallow

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but just reinforcing that takes the stigma away from mistakes

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and gives the confidence to be more risk takers

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in their knowledge and in their thinking

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which can come in really handy when you're moving towards

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like problem solving and that kind of thing.

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Be okay with not knowing all the answers

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but knowing that you can figure out the answers.

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So again, first way, number, toxile.

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Second way is you can actually have them recreate

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the image that you're making.

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So if you're using a 10 frame,

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you could give all of your students 10 frames and counters

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and so when they see it, they're like,

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oh, I'm gonna recreate what I saw.

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So again, they're gonna have to take kind of take

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a mental picture of the image that you showed

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and then recreate it on their 10 frame or five frame

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or whatever you're using so that they can bring it

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from the abstract to the concrete.

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So working both forwards and backwards.

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Another thing you can do is you can have your students

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make quick images for other students.

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So the one way I like to do this a lot is put it

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in like a math center or a math station

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and then have all your students have your 10 frames

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and then have one student make their arrangement

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on their five frame or on their 10 frame kind of hidden

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like in a folder, like a little office.

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So they do it and then they hold it up for their friends

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to see for like five seconds and they have to count

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like one, two, three, four, five or even count in their head

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and then hide it again and then the other kids

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have to remake the quick image or the 10 frame

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that the first student made and then the next student

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gets a turn, the next student gets a turn.

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So they're working on doing quick images with each other,

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not just you with the class.

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Another way that you can do quick images

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is kind of be an exit ticket or a quick check.

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So instead of having them just build it,

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you can have them actually draw it in 10 frames

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and I will have a link below to a recording sheet

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that you might want to use that you can get

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if you want to use quick images as an exit ticket

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or quick check.

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I'll also have some other resources linked

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for quick images that are already created

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if that's something that you are interested in.

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If you made it to the end,

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I hope that you found this helpful.

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Please take the time to leave a review

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or send or reach out to me on Instagram

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and let me know how you're liking the series

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and if there's something else you want me to talk about.