Math Concepts in Service

8/3/2019 Math Concepts in Service

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Where to Start?

!. One-to-One Correspondence

*Floor Number Line with tape- NO NUMBERS, just dots to representnumbers. Practice counting aloud as they walk number line. One step pernumber set. They will eventually begin to recognize that the dots representspecific numbers.

*Stepping Stones- non-skid circles or squares with dots representingnumbers. Have them count aloud as they walk to each “stone”.

*Count Walking Steps (without line or shapes)- count each step aloudas they walk. This is harder than it sounds! Those that don’t “get it” yetwill count as they walk but they won’t have one-to-one correspondence.They should NOT move on to other steps til they begin to understand thisconcept!

*Pattern Tapping- “read” a pattern and tap it out as they read it. Forexample, say, “circle, diamond, diamond, circle, diamond, diamond” as they tap afinger (or clap, slap legs, snap, etc.) for each word they’re saying. Once theycan do this easily, chan ge the “tap” to represent the different patternsymbols. For example, say, “circle, diamond, diamond, circle, diamond, diamond”and tap, clap, clap, tap, clap, clap.

*Throw and Catch- toss a beanbag (sponge, Nerf ball, etc.) back andforth between two people (or from one hand to the other for one person- thisuses both sides of the brain!) and count aloud for each toss. They should beable to say one number per toss before moving on!



2. Understanding Combinations

*Target Throw- toss beanbag a short distance, estimate how manysteps away it is, then walk and count steps to target.

*Walk Number Line (with dots or numbers)- Direct them to take __

steps. Count aloud as they walk. Then direct them to take __ more steps

and note what number they land on. Also, take steps to certain number, thenask, “How many more steps to ___?” Estimate, then walk.

*Totaling of Objects- count handful of objects, then grab more andcount total. Also, get several objects, then estimate how many more are

needed to reach___

number.

*Number Line- take steps forward and backward on number line.

3. Number Concepts

*Use 5-frame with dots til child recognizes number sets immediately by

sight alone. Also, “How many spaces are empty?” on 5-frame.*Use 10-frame once 5-frame is mastered. Child should recognize by

sight each number set, plus be able to identify how many empty spaces thereare by sight.

*Dice and Domino Games- roll dice or select domino (dice for beginners,dominoes for those that have mastered) and say the number represented bythe dots. Should be done until it’s automatic. With dominoes, child can say

number in each box first, then how many there are in all.



*Plate Flash- show paper plates with dot representations of numbers.Arrange dots in arranged lines (like 5 and 10-frames), in clusters (like on diceor dominoes), in a scatter (random), and in patterns (two rows of three, 1 row of

4 and a row of 2, etc.). Children can play “plate flash” with each other untilrecognition is automatic.

*ABACUS! Introduce abacus, but don’t tell child there are ten beadsper line. Use following “games” until they become automatic:

Move a few beads at a time, ask child how many

Show me ___ (single-digit)

What number is this? (double-digit)

Show me __ (double-digit)

Show me __ then show me __ more (addition)

Show me __ then take away __ (subtraction)

Resources Needed:

*Removable tape for number lines *dot stickers *non-skid surface

*beanbags or sponges *5-frames and 10-frames (included) *dice

*dominoes *paper plates *abacus (abaci?!)

Websites:

http://illuminations.nctm.org Click “activities” --LOTS of online interactive activities(look for 5 and 10-frames, concentration, and abacus especially!)

http://www.ablongman.com/vandewalleseries Blackline masters of math activities

http://www.center.edu/MathTheirWay.shtml Blackline masters of math activities

http://illuminations.nctm.org/


http://www.ablongman.com/vandewalleseries


http://www.center.edu/MathTheirWay.shtml





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Math Concepts in Service