NUMBER SENSE

MATH
`

BEGIN WITH A GROWTH MINDSET

://www.youtube.com/watch?v=2zrtHt3bBmQ - ht
tps://www.youtube.com/watch?v=2zrtHt3bBmQ

Math Expectations

Students to making sense of the Mathematics

being taught
Become active participants in their learning
Use concrete materials to investigate, discuss, test
and prove their ideas
Investigate Open-ended questions that are built
around the Big Ideas
Students practice their math they are using in real
world scenarios or situations to obtain mathematic
operational skills

Learning Goals with Math

before you begin
Our

Goal is to develop, select, and apply

problem-solving strategies and conduct
investigations to help deepen our
mathematical understanding www.edu.gov.on.ca
As a Whole Group we want to: develop skill
in orally counting by 1s, 2s, 5s, and 10s to
100, with or without a number line

Math Fact Zone

Overall

Goal: To become proficient at

Math Facts using a variety of ways:

Choose

one of the following

numbers and represent it on
your white board as a many
different ways as you can.

What I am looking for

today!
Assessment as Learning (AaL)
begin to reason about changes in magnitude,
using the same quantities applied to different
objects.
Stable order
Conservation

WHY?

We want to develops skills that will align with real

world experiences

Minds On !!
Mrs.

Graham is playing minecraft.

Mrs. Graham has 27 pieces of Iron ore
She has found in her supply chest 18
more

How many pieces of

Iron Ingot will she
able to make?

be

Getting Started
Problem:

What is the first thing we need to

know before getting started?
Question: What does Iron Ore have to with
Iron Ingot?
You may work with a partner on this
problem.
When you think you have solved this
problem please put your hand up so I can
come and see your solution
You may record these solutions with the
ipads today.

Explore
Your Answer with a friend
Using a variety of math specific manipulatives and technological tools to help construct conceptual
understanding and to support creativity, critical thinking and lifelong learning.

Please choose one or more of the following to find your

answer:
Materials
White boards
White board markers
Base ten blocks
Counters
Number lines
One to one manipulatives
Chart paper
Markers
Ipad

WORKING ON IT
ZONE
THINGS YOU MIGHT HEAR

Can you group this number in sets of

2s 5,s or 10s,
How did you get this number?
Can you show me and tell me?
How are you
solving this
problem?
How are you adding/counting?
Can you record your
thinking on chart paper?
Can you draw what
you have just shown me?

On YOUR OWN Zone

Minimizing the need for everyone to work at the same pace.

Chart Paper and markers

to show your work based
on the question that you
are working on in class
Or
Record on ipads using
Explain Everything

Be Engaged in
learning
activities

Notebook Zone

Express

mathematical
thinking in writing

Describe what
you did

Practice Math
Vocabulary

Explain
Observations
Findings, and
Patterns
Add Visuals
Add Word
Banks
Add
Sentences
Frames

Small Groups and Assessment Zone

Come see me so ...

So we can conferencing one on one to

learn how to explain your mathematical
thinking

I can give descriptive and timely

feedback

Help You clarify your understanding

We can encourage math talk and the

use of technological tools

You can meet with me in a small group No hiding among other students
available
to give individualized instruction

When Finished Play With

Someone
Why do you need to
play math games?
You want to
increase:

Speaking fluency
Math fluency
Problem solving
skills
Cooperation
Verbal
communication

CONSOLIDATE YOUR THINKING!!

REFECT AND CONNECT!!
LOOKING AT YOUR WORK .
Can we group these into similar ways that
you solved this problem?
Who used base ten blocks?
Those who used counters?
Who counted by 2s, 5s and 10s?
Who wrote a concluding sentence
to our answer?

Thinking Carefully
and Having a
Growth Mindset
PARTIAL ANSWERS: those who are still working
on which one of these solutions do you think your
answer may look like?
INCORRECT ANSWERS: If you got the incorrect
answer what could be the reason why?
How do we as class think we can try to change
the way we solved the problem in the next
question that is similar to this that may make it
more time efficient?
What did you do correct in solving the problem ***

Lesson idea from .

https

://www.pinterest.com/pin/36718417584
0527131/
https://sw1math.wikispaces.com/file/v
iew/Guide_Math_K_3_NSN.pdf/233026122/
Guide_Math_K_3_NSN.pdf