Number Sense Routines- Chapter 3

I'm linking up again with Tara from Little Minds at Work to share some of the highlights from the book, Number Sense Routines, by Jessica Shumway.

 

Make sure to click on the button and head over to read Tara's post on this chapter as well.  She has some great insight into this topic and some great ideas as well!

 

This chapter discusses the idea of subitizing and the two types of subitizing.  Now, I will be very honest with you at this point, I have heard these terms before but prior to reading this book, especially this chapter, these terms were a foreign language to me. 

 

The two types of subitizing are

 

* perceptually subitizing- to visualize and recognize amounts

 

* conceptually subitizing- to recognize small amounts and combine them to see the whole unit.

 

For example, a little owl at the beginning of the year might see this on a dot plate

 

 



 

The teacher will hold up this dot card for a few seconds and then turn it down.  At this time, the teacher will ask what the owls saw.  Now here is the important part, the teacher will ask how the owl knew the answer was four.  At the beginning of the year or for an owl with a weaker number sense,  you will hear because I counted the dots.  However, what you want to hear the owls saying is a group of 2 dots and another group of 2 or even a group of 3 dots and a group of 1.

 

At this point, I was asking myself, "Well this sounds great, but how do I get my little owls to that point without frustration."  Insert the quick images dot card/plate routine.  At the start of math, during calendar, or wherever it fits best in your day, each day for a period of time, quickly flip through a series of dot plates.  Make sure to ask two questions, How many dots do you see?  and How did you get that answer?  Always check to see where their thinking/understanding is.

 

To stick with my obsession with owls, I created a set of owl themed dot cards that could be used during a quick images routine.  Click on the picture to take a look!

 

 

The part that I loved most about the quick images routine is that you can do the same type of routine using ten frame cards as well.  Again the object is to get your owls to see the groupings of the dots.

 

Since I had the owl themed dot cards already made, I decided to also make a set of ten frame cards.  I included cards for numbers from one to twenty.  I liked the idea of the teen frame cards for later on in the year for more of a challenge.  Click the picture to take a look!

 

 

Hope you were able to get some new knowledge from this post.  I know it is a lot to take in!  :)

 

~Erin

 



 

 





Number Sense Routines Book Study- Chapter 2

Before I get into my findings from chapter 2, I wanted to share my bloglovin' link with you all.  I am in the process of getting as much switched over as possible.  Click the below link and make sure to follow me over there.

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Keeping my fingers crossed that works. 

Onto chapter 2...

This chapter was about establishing routines in the classroom, which we all do already.  This was more specific to establishing a routine where number sense is the focus.  I am completely in love with this following quote, "Routines provide feelings of belonging, ownership, and predictability, which make the classroom a place to take risks, try new things, and be successful" (Shumway 13.)  I felt this was a powerful line, because developing one's number sense truly involves taking risks and putting yourself and your thinking out there for others to see and hear.  However, if we, the teacher, provide a specific time each day to work on number sense, our littles will be more than willing to dig deeper and explore further due to the routine element.

The chapter provided examples of a number sense activity in action and discussed how different littles were at different number sense levels.  I found the following line also important, "Students need quick, explict, daily experiences wiht number sense concepts" (Shumway 18.)  I am certain most of us include some kind of number sense in several parts of our daily routine, but this book is making me realize that these additional practices are not always of the intentional kind.  We need to make sure that the number sense routine is purposeful.  Once that happens, we will begin to notice the great teachable moments that surround the deeper learning of number sense.

The chapter wraps up with a large chart mapping out the rest of the book.  I am beyond excited to dig into the specific routine activities that this book has to share.

While I was reading this chapter, I started looking back on how I can start my year with a stronger number sense routine.  I have used dot plates in the past and love how easy it is to include them at any point in the day.  However, my owls became a tad bored with the dot plates after a while, so I decided to give them a makeover.  If you haven't already guessed, I am obsessed with owls.  Insert owl themed dot plates!  These are my newest creation on TPT.  Click the picture to take a look!

 

 

Check back tonight for my 100 follower giveaway!  (Shhh...don't tell anyone that I'm breaking the blogging rules and posting twice in the same day!)

 

~Erin

Number Sense Routines-A Book Study

Today I will be joining Tara over at Little Minds At Work to discuss Chapter 1 in the book, Number Sense Routines, by Jessica F. Shumway.

 

 

In this first chapter, the author outlines just what number sense is.  It is important to tell yourself that number sense, in and of itself, is complex and that it has many layers.  As you work with your littles in your classroom, you will see each working at a different level of number sense. 

 

A little with strong number sense will demonstrate the following...

 

- A sense of what numbers mean.

- An ability to look at the world in terms of quantity and numbers.

- An ability to make comparisons among quantities.

- Flexibility, automaticity, and fluidity with numbers.

- An ability to perform mental math.

- Flexibility with problems.

- Automatic use of math information.

- An abiltiy to determine reasonableness of an answer.

- An ability to decide on a strategy based on the numbers in a problem.

 



As you can see from this list, number sense is something that takes time to develop and strengthen.  The author states that it is a goal for students to "build understanding and to become numerically literate."  We, the teacher, want our littles to apply number sense and to know when to use skills and strategies. 

 

Chapter 1 wraps up with a brief section about the need to give littles ample oppotunities to work on their number sense.  This means to use number sense in general and to discuss their number sense ideas and strategies with their peers.

 

Tara posted a few questions for us to answer after reading this first chapter.  Here are my answers to those questions.

 

1. What is your current comfort level with teaching number sense?

Number sense is where my owls struggled the most this year, at least, this is what the data collected from MAP testing showed.  At this point and with reading more about number sense, I am now aware of how complex it is.  I feel like I will be able to provide my owls with more direct support, but am not 100% comfortable with all that is "number sense."

2. What have you already started in your classroom to build number sense?

This year, we did play around a bit more with dot plates, five and ten frames, and just brainstorming the different ways to display numbers.  I have a feeling that this is just the tip of the number sense iceberg.

3. What have you considered adding to your classroom that will give your students that much needed "multiple exposures" component?

As I read this first chapter, I'm thinking that my calendar time or even morning work time could use a good number sense push.  A daily piece that focuses on the qualities mentioned above.

 

Make sure to stop by Tara's blog to read what others have learned during this book study or to share along with us.

 

~Erin