WEBVTT 00:00:00.000 --> 00:00:02.540 Let's talk about three number sense routines 00:00:02.540 --> 00:00:05.160 that you can use as a warm -up in your math block. 00:00:12.380 --> 00:00:15.339 Hello, and welcome to Making Number Sense Make 00:00:15.339 --> 00:00:18.559 Sense, a podcast for elementary teachers, specifically 00:00:18.559 --> 00:00:21.179 early elementary teachers, looking to really 00:00:21.179 --> 00:00:23.839 make an impact in the number sense of their students. 00:00:24.730 --> 00:00:27.109 Using a number sense routine at the beginning 00:00:27.109 --> 00:00:29.489 of your math block is a great way to get your 00:00:29.489 --> 00:00:31.969 students thinking about math and talking about 00:00:31.969 --> 00:00:34.109 math and getting comfortable sharing their opinions 00:00:34.109 --> 00:00:37.310 with other students and having them practice 00:00:37.310 --> 00:00:39.950 those conversational skills of how to agree or 00:00:39.950 --> 00:00:42.229 disagree respectfully. So the three I'm going 00:00:42.229 --> 00:00:44.189 to talk about today is which one doesn't belong, 00:00:44.390 --> 00:00:47.679 quick images, and choral counting, starting with 00:00:47.679 --> 00:00:50.179 which one doesn't belong. This one is my favorite 00:00:50.179 --> 00:00:52.539 for the beginning of the year because there are 00:00:52.539 --> 00:00:55.179 no wrong answers and everybody can participate 00:00:55.179 --> 00:00:57.659 since it's really just an opinion. The way that 00:00:57.659 --> 00:00:59.780 quick images could work is you could show four 00:00:59.780 --> 00:01:02.280 different images and then have your students 00:01:02.280 --> 00:01:05.760 decide of these four which one doesn't belong. 00:01:06.379 --> 00:01:08.819 and why. And this is a great one to start, like 00:01:08.819 --> 00:01:11.299 I said, because there's no wrong answers. And 00:01:11.299 --> 00:01:13.340 I have found that even the most shy students 00:01:13.340 --> 00:01:16.079 are willing to share their opinions on this because 00:01:16.079 --> 00:01:19.140 most of the time they have someone else who agrees 00:01:19.140 --> 00:01:21.560 with them. So it doesn't feel so isolating when 00:01:21.560 --> 00:01:23.879 you're the odd one out that has a different opinion. 00:01:23.980 --> 00:01:26.620 Everybody can share their opinion and show if 00:01:26.620 --> 00:01:29.760 they agree or disagree. The next number sense 00:01:29.760 --> 00:01:32.019 routine I really enjoy using is called quick 00:01:32.019 --> 00:01:34.859 images. So that is exactly what it sounds like. 00:01:34.920 --> 00:01:37.239 You show students something very quickly, usually 00:01:37.239 --> 00:01:39.579 two to three seconds, and then hide it. And then 00:01:39.579 --> 00:01:42.439 they have to tell you what they saw. As an example, 00:01:42.620 --> 00:01:45.620 let's say I show a 10 frame with five red counters 00:01:45.620 --> 00:01:48.900 on top and two yellow counters at the bottom. 00:01:49.000 --> 00:01:51.260 I might say something like, I'm going to show 00:01:51.260 --> 00:01:53.379 you something, but you really need to be looking 00:01:53.379 --> 00:01:56.120 because I'm only going to show you for two seconds. 00:01:56.260 --> 00:02:00.010 So you show them. the 10 frame for two to three 00:02:00.010 --> 00:02:02.969 seconds and put it down and ask them to tell 00:02:02.969 --> 00:02:06.030 you what it is that they saw. So some students 00:02:06.030 --> 00:02:08.729 might say, oh, I saw that the top is full or 00:02:08.729 --> 00:02:11.650 I saw five on top or five on top or two at the 00:02:11.650 --> 00:02:14.229 bottom. Some of them might say, oh, I saw seven 00:02:14.229 --> 00:02:16.689 altogether. So when they're sharing what they 00:02:16.689 --> 00:02:18.750 saw, you would ask them how they know, like, 00:02:18.789 --> 00:02:20.770 what did it look like? Do you think it could 00:02:20.770 --> 00:02:23.189 be something else? Some students might say something 00:02:23.189 --> 00:02:25.469 like, well, I saw that three were empty. So I 00:02:25.469 --> 00:02:28.620 know that. 10 minus 3 is 7. So there's lots of 00:02:28.620 --> 00:02:31.400 opportunities to get students talking about what 00:02:31.400 --> 00:02:34.189 they saw and what they didn't see. Using quick 00:02:34.189 --> 00:02:37.610 images is a great way to support subitizing when 00:02:37.610 --> 00:02:39.810 they're starting to build their number sense. 00:02:39.909 --> 00:02:42.110 So starting to see that different parts can make 00:02:42.110 --> 00:02:44.509 up the same whole. So if you weren't using a 00:02:44.509 --> 00:02:47.229 10 frame and counters, maybe you just used your 00:02:47.229 --> 00:02:49.490 fingers and showed them eight with five on one 00:02:49.490 --> 00:02:51.430 hand and three on the other hand. And they would 00:02:51.430 --> 00:02:53.969 say something like, I saw five on that hand and 00:02:53.969 --> 00:02:55.849 three on that hand. They might even make the 00:02:55.849 --> 00:02:57.889 same number pattern with their own hands and 00:02:57.889 --> 00:02:59.810 count them out to tell you how many they saw 00:02:59.810 --> 00:03:02.169 in total. The last number sense routine I'm going 00:03:02.169 --> 00:03:04.180 to talk about today. is called choral counting 00:03:04.180 --> 00:03:06.479 and it is just what it sounds like. You're counting 00:03:06.479 --> 00:03:10.240 all together and this really helps students learn 00:03:10.240 --> 00:03:12.680 the number sequence by counting in a group even 00:03:12.680 --> 00:03:14.800 if they're not quite confident with the number 00:03:14.800 --> 00:03:18.020 sequence yet. Counting a lot or practicing counting 00:03:18.020 --> 00:03:20.840 a lot and hearing it can help reinforce the counting 00:03:20.840 --> 00:03:23.979 sequence. To do a choral count, you tell your 00:03:23.979 --> 00:03:25.939 students the number range that you'll be counting, 00:03:26.120 --> 00:03:28.780 and you're going to write down the numbers as 00:03:28.780 --> 00:03:30.879 you count. So for example, if I was going to 00:03:30.879 --> 00:03:33.360 count from 1 to 20, I would tell the students, 00:03:33.479 --> 00:03:36.379 okay, we're going to count from 1 to 20, but 00:03:36.379 --> 00:03:38.060 make sure that you're counting with me because 00:03:38.060 --> 00:03:40.620 I need to be able to write down the numbers that 00:03:40.620 --> 00:03:42.860 we're counting. So in this case, I would write 00:03:42.860 --> 00:03:46.120 the numbers 1 to 10 in the first row and 11 to 00:03:46.120 --> 00:03:48.969 20 in the second row. And after you've counted 00:03:48.969 --> 00:03:51.449 together, you're going to ask the students what 00:03:51.449 --> 00:03:54.090 they notice about the numbers that you just counted 00:03:54.090 --> 00:03:56.210 and wrote down. Now, you can start with just 00:03:56.210 --> 00:03:59.419 numbers 1 to 10, but I particularly like... choral 00:03:59.419 --> 00:04:02.099 counting for tricky number sequences or if you're 00:04:02.099 --> 00:04:03.979 wanting them to notice patterns in the number 00:04:03.979 --> 00:04:06.560 system. That can help students notice that there's 00:04:06.560 --> 00:04:09.439 always a 1 in the second row or that the numbers 00:04:09.439 --> 00:04:11.460 start to be the same. So they might see a 7 in 00:04:11.460 --> 00:04:13.780 the first row, a 7 in the second row. So they're 00:04:13.780 --> 00:04:16.079 starting to see the pattern that they're noticing 00:04:16.079 --> 00:04:18.680 at the beginning of the counting sequence goes 00:04:18.680 --> 00:04:22.000 on to the bigger numbers in the counting sequence. 00:04:22.160 --> 00:04:24.860 And that can help with number writing as well 00:04:24.860 --> 00:04:27.319 to know that the 1 comes first and the 7 comes 00:04:27.319 --> 00:04:30.480 second and 17. but in 27, the two comes first 00:04:30.480 --> 00:04:32.279 and the seven comes second. So it's a really 00:04:32.279 --> 00:04:35.579 good foundation for place value in that kind 00:04:35.579 --> 00:04:38.500 of situation. Now you can do the same thing if 00:04:38.500 --> 00:04:40.600 you're counting by tens, for example. So you 00:04:40.600 --> 00:04:43.379 might show students just the counting sequence 00:04:43.379 --> 00:04:46.410 of the tens, the decades, because that... can 00:04:46.410 --> 00:04:48.529 help with these tricky number sequences too, 00:04:48.670 --> 00:04:50.829 especially when they're counting to 100. Those 00:04:50.829 --> 00:04:53.490 decades are what can really trip up students. 00:04:53.709 --> 00:04:56.230 So seeing them, seeing them written out and just 00:04:56.230 --> 00:04:59.310 focusing on them can help reinforce that knowledge 00:04:59.310 --> 00:05:02.009 and that understanding. It definitely does not 00:05:02.009 --> 00:05:04.670 have to be when you're counting by ones. Like 00:05:04.670 --> 00:05:06.290 I said, you can count by tens, you can count 00:05:06.290 --> 00:05:09.649 by twos, you can count by fives, maybe even starting 00:05:09.649 --> 00:05:13.600 counting from a number other than one. or skip 00:05:13.600 --> 00:05:15.540 counting from a number that's not the normal 00:05:15.540 --> 00:05:17.600 number that they start skip counting by, so they 00:05:17.600 --> 00:05:19.600 can kind of get into the routine and get into 00:05:19.600 --> 00:05:22.079 the flow of what these number sequences look 00:05:22.079 --> 00:05:24.759 like no matter where you start. I will link below 00:05:24.759 --> 00:05:27.060 to a blog post about these number sense routines, 00:05:27.279 --> 00:05:30.139 and within that are more in -depth instructions 00:05:30.139 --> 00:05:32.600 on how to do all of these number sense routines 00:05:32.600 --> 00:05:34.500 if it's something that you'd like to hear more 00:05:34.500 --> 00:05:36.839 about. If you've been enjoying the podcast, make 00:05:36.839 --> 00:05:39.540 sure to scroll down and leave a review, either 00:05:39.540 --> 00:05:41.720 just a star review or a written review. I really 00:05:41.720 --> 00:05:42.540 appreciate it.