OUTCOMES & Expectations:
This is our second unit on Number Sense, Students will continue to represent, compare and order numbers to 100. They will continue to practice making and counting with groups of tens and ones (working on place value). We will do this with manipulatives, numbers and pictures. They will practice finding mistakes on a 100 chart, and explore estimating, and even/odd numbers. Students will be able to explain that why, for any number, the amount doesn't change no matter how it is represented, grouped or counted. They will model "equality" using manipulatives and construct sets that are equal or unequal. We will introduce number sentences with the = sign, and solve for the "missing piece" using word problems we have written. Ex: Mrs. Duffy had 3 students, and after recess, she had 10. How many new students did she get? 3+ ?=10
Activities to try at home: "Number of the Day"
This is our second unit on Number Sense, Students will continue to represent, compare and order numbers to 100. They will continue to practice making and counting with groups of tens and ones (working on place value). We will do this with manipulatives, numbers and pictures. They will practice finding mistakes on a 100 chart, and explore estimating, and even/odd numbers. Students will be able to explain that why, for any number, the amount doesn't change no matter how it is represented, grouped or counted. They will model "equality" using manipulatives and construct sets that are equal or unequal. We will introduce number sentences with the = sign, and solve for the "missing piece" using word problems we have written. Ex: Mrs. Duffy had 3 students, and after recess, she had 10. How many new students did she get? 3+ ?=10
Activities to try at home: "Number of the Day"
- Estimating using a referent: "If this is 10 Cherrios, how many cheerios are left in my bowl?" (less than 100)
- Grouping and counting: "Let's take the Cheerios out of my bowl and put them into groups of tens and ones. Let's count them using tens and ones."
- Even / Odd: "We have 48 Cheerios. Four groups of ten, and eight ones. Is this number Even or Odd? Let's put them into groups of two to find out."
- Tallies: "We have 48 Cheerios. Let's draw it using tallies."
- Ten Frames: "How many ten-frames would we need to build 48? Let's draw it."
- Number sense: "Let's find 48 on the 100 Chart. What number would be 'one more?' What about 'one less?' ... 10 more, 10 less... Let's make a pattern with 48 in it. Would we count by 2s, 5s, or 10s?"
- Compare and Order:"I wrote 10 numbers on sticky notes. Show me a number that is bigger (greater than) 48. Show me a number that is smaller (less than) 48. Let's put all the sticky notes in order. Let's draw a number line (with referents of 0, 10, 50, 100) and show me where you think these numbers would fit."
- Equality: "I have 48 Cheerios. Now,I have them in groups of 10s and 1s. Now, I have them in groups of 5 (have your child help you reorganize them). Do we still have the same amount of Cherrios? Why or why not? Let's put them into two groups. What two numbers make up 48? Let's write a number sentence that shows what we did."
- Solve for the Missing Piece: Write a word problem together that has a missing piece, using items that are relevant to their lives. Example: Cameron has 2 trucks. He gets some new trucks for his birthday. Now he has 15 trucks. How many trucks did he get. Solve the problem using real life materials, when possible! How would you represent this on paper?