Mathematicians at work!

We have been focusing on the different tools mathematicians use to make thinking visible. These include dot plates, rekenrek, quantity number line,

5-frame/10-frame, and dominos. Our job as mathematicians is always to share our thinking: How many? What do you see? How do you know that? How did you figure that out? We talk about "make a picture in your head" then share what that looks like with others.

Sometimes we extend these math games to continue our investigation into number sense.

Here is a 'snapshot' of our math focus over the last week. 

We will begin with 10 Frame.

10 frame FLASHES are one way we practice "How many", "How did you see it?"   We do the same activity using dot plates. Dot plates are where there are no more than 10 dots on a paper plate. Each plate consists of two different colours of dots. I used bingo dappers to make the numbers. The goal of this activity is to assist student to subitize one number and then hopefully count on to figure out how many dots there are altogether on the plate. Some of the JK students need to tag and count the dots, which is okay.

Here are some other ways:

1. To test out how efficient kindergarten mathematicians are at figuring out a number using a 10 frame, we played a simple game using the prompt “What would (insert a number) look like on the 10 frame?” Students are invited to demonstrate using the 10 frame and magnets on the magnetic board to show what that number looks like. This is followed by "How many?" “How do you see it?” (Student explains his thinking.) The conversation can be turned back to the group with the prompt:

"Do you agree or disagree?" (thumb up/down/side)

“How many do you see?” (another student to share)

“How do you see it?”

Students are encouraged to demonstrate a variety of strategies beyond one to one tagging and counting to explain how many. These strategies can then be labelled by the teacher. (e.g. "I saw 5 on the top of the ten frame and 3 more is 8").

 

We have another game our mathematicians like to play to test the efficiency of the 10 frame, using the prompts “How many?” “How do you see it?”. Students close their eyes as the teacher builds the number on the 10 frame and when eyes are opened students are encouraged to share their thinking in connection to using the 10 frame.

 

 Teacher: How many?

Student: It's 12.

Teacher:  How do you know it’s 12?

 Student:   5 and 5 makes 10 and 1 more makes 11 and 1 more makes 12.

(I am labelling the thinking here!)

 

 

This week the students will be introduced to a new mathematical game. This game will be played many times next week.

Domino Cards. This game begins with domino cards spread all around the room. The teacher calls out a number and students must find a “picture” of that number on domino cards. Keep in mind that numbers must be manageable for all so we usually don't go beyond 10 since this is a whole group activity. In order to document the students thinking I will video when they explain their mathematical thinking.

Some mathematicians may build the number using several cards demonstrating part/part/whole thinking (i.e. 5 and 5 make 10), others will find the quantity on a single card using grouping strategies (5 and 2 makes 7), some will continue to need to tag and count.  Sharing can then be brought back to the whole group using the same prompts “How many?” “How do you know that?”