Más contenido relacionado Similar a A Plus 2012 The Future of Primary Math (9) Más de rightstartmath (20) A Plus 2012 The Future of Primary Math1. The Future of Primary Math:
More Understanding/Less Counting
Presented by Tracy Mittleider, MSEd
Kathleen Lawler, MBA, MMgt
Based on the work of Joan A. Cotter, Ph.D.
Tracy@RightStartMath.com&Kathleen@rightstartmath.com
October 23, 2012
1000 100 10 1
30
7
30
7
© Activities for Learning, Inc., 2012
2. Introduction
Presenter: Tracy Mittleider, MSEd
Educational background:
•Bachelor of Science in Elementary Education
•Minor in Early Childhood Development
•Master degree in Administration and Leadership
•Kindergarten through 12th grade Math Endorsement
Work History
•Elementary title one math teacher
•Preschool teacher
•Math Coach
•School Specialist
© Activities for Learning, Inc., 2012
3. Introduction
Presentation based on the work of Dr. Joan A. Cotter
Educational background:
•Home schooled in High School
•Engineer from University of Wisconsin
•Certified Montessori teacher
•Master’s degree in curriculum and instruction
•Ph.D. in Curriculum Math Education
Work History
•Middle-School Teacher
•Montessori Educator
•Tutor
•Author Math Games
•Developer of AL Abacus
•Developer of RightStart Mathematics
© Activities for Learning, Inc., 2012
4. Introduction
Presentation based on the work of Dr. Joan A. Cotter
Educational background:
•Home schooled in High School
•Engineer from University of Wisconsin
•Certified Montessori teacher
•Master’s degree in curriculum and instruction
•Ph.D. in Curriculum Math Education
Work History
•Middle-School Teacher
•Montessori Educator
•Tutor
•Author Math Games
•Developer of AL Abacus
•Developer of RightStart Mathematics
© Activities for Learning, Inc., 2012
6. Verbal Counting Model
From a child's perspective
Because we’re so familiar with 1, 2, 3, we’ll use
letters.
A=1
B=2
C=3
D=4
E = 5, and so forth
© Activities for Learning, Inc., 2012
11. Verbal Counting Model
From a child's perspective
F
+E
A B C D E F
© Activities for Learning, Inc., 2012
12. Verbal Counting Model
From a child's perspective
F
+E
A B C D E F A
© Activities for Learning, Inc., 2012
13. Verbal Counting Model
From a child's perspective
F
+E
A B C D E F A B
© Activities for Learning, Inc., 2012
14. Verbal Counting Model
From a child's perspective
F
+E
A B C D E F A B C D E
© Activities for Learning, Inc., 2012
15. Verbal Counting Model
From a child's perspective
F
+E
A B C D E F A B C D E
What is the sum?
(It must be a letter.)
© Activities for Learning, Inc., 2012
16. Verbal Counting Model
From a child's perspective
F
+E
K
A B C D E F G H I J K
© Activities for Learning, Inc., 2012
17. Verbal Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
© Activities for Learning, Inc., 2012
18. Verbal Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
© Activities for Learning, Inc., 2012
19. Verbal Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
D
+C
© Activities for Learning, Inc., 2012
20. Verbal Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
D C
+C +G
© Activities for Learning, Inc., 2012
21. Verbal Counting Model
From a child's perspective
Now memorize the facts!!
G
+D
D C
+C +G
© Activities for Learning, Inc., 2012
22. Verbal Counting Model
From a child's perspective
H
–E
Subtract with your fingers by counting backward.
© Activities for Learning, Inc., 2012
23. Verbal Counting Model
From a child's perspective
J
–F
Subtract without using your fingers.
© Activities for Learning, Inc., 2012
24. Verbal Counting Model
From a child's perspective
Try skip counting by B’s to T:
B, D, . . . T.
© Activities for Learning, Inc., 2012
25. Verbal Counting Model
From a child's perspective
Try skip counting by B’s to T:
B, D, . . . T.
What is DE?
© Activities for Learning, Inc., 2012
26. Verbal Counting Model
From a child's perspective
L
is written AB
because it is A J
and B A’s
© Activities for Learning, Inc., 2012
27. Verbal Counting Model
From a child's perspective
L
is written AB
because it is A J
and B A’s
huh?
© Activities for Learning, Inc., 2012
28. Verbal Counting Model
From a child's perspective
L (twelve)
is written AB
because it is A J
and B A’s
© Activities for Learning, Inc., 2012
29. Verbal Counting Model
From a child's perspective
L (twelve)
is written AB (12)
because it is A J
and B A’s
© Activities for Learning, Inc., 2012
30. Verbal Counting Model
From a child's perspective
L (twelve)
is written AB (12)
(one 10)
because it is A J
and B A’s
© Activities for Learning, Inc., 2012
31. Verbal Counting Model
From a child's perspective
L (twelve)
is written AB (12)
(one 10)
because it is A J
and B A’s (two 1s).
© Activities for Learning, Inc., 2012
32. Calendar Math
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
© Activities for Learning, Inc., 2012
33. Calendar Math
Calendar Counting
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
© Activities for Learning, Inc., 2012
34. Calendar Math
Calendar Counting
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
© Activities for Learning, Inc., 2012
35. Calendar Math
Calendar Counting
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
© Activities for Learning, Inc., 2012
36. Calendar Math
Calendar Counting
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
© Activities for Learning, Inc., 2012
37. Calendar Math
Calendar Counting
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
This is ordinal counting, not cardinal
counting.
© Activities for Learning, Inc., 2012
38. Calendar Math
Partial Calendar
August
1 2 3 4 5 6 7
8 9 10
© Activities for Learning, Inc., 2012
39. Calendar Math
Partial Calendar
August
1 2 3 4 5 6 7
8 9 10
Children need the whole month to plan
ahead.
© Activities for Learning, Inc., 2012
40. Calendar Math
Calendar Patterning
August
1 2 3 4 5 6 7
8 9 10 11 12 13 14
15 16 17 18 19 20 21
22 23 24 25 26 27 28
29 30 31
Patterns are rarely based on 7s or proceed row
by row.
Patterns go on forever; they don’t stop at 31.
© Activities for Learning, Inc., 2012
49. Memorizing Math
Percentage Recall
Rote
Concept
© Activities for Learning, Inc., 2012
50. Memorizing Math
Percentage Recall
Immediately
Rote
Concept
© Activities for Learning, Inc., 2012
51. Memorizing Math
Percentage Recall
Immediately
Rote 32
Concept 69
© Activities for Learning, Inc., 2012
52. Memorizing Math
Percentage Recall
Immediately After 1 day
Rote 32
Concept 69
© Activities for Learning, Inc., 2012
53. Memorizing Math
Percentage Recall
Immediately After 1 day
Rote 32 23
Concept 69 69
© Activities for Learning, Inc., 2012
54. Memorizing Math
Percentage Recall
Immediately After 1 day After 4 wks
Rote 32 23
Concept 69 69
© Activities for Learning, Inc., 2012
55. Memorizing Math
Percentage Recall
Immediately After 1 day After 4 wks
Rote 32 23 8
Concept 69 69 58
© Activities for Learning, Inc., 2012
56. Memorizing Math
Percentage Recall
Immediately After 1 day After 4 wks
Rote 32 23 8
Concept 69 69 58
Math needs to be taught so 95% is
understood and only 5% memorized.
Richard Skemp
major pioneer in Mathematics Education
who first integrated the disciplines
of mathematics, education and psychology
© Activities for Learning, Inc., 2012
58. Visualizing Quantities
“Think in pictures, because the
brain remembers images better
than it does anything else.”
Ben Pridmore, World Memory Champion, 2009
© Activities for Learning, Inc., 2012
59. Visualizing Quantities
“The role of physical
manipulatives was to help the
child form those visual images
and thus to eliminate the need for
the physical manipulatives.”
Ginsberg and others
© Activities for Learning, Inc., 2012
60. Visualizing Quantities
Japanese criteria for
manipulatives
•Representative of structure of
numbers.
•Easily manipulated by children.
•Imaginable mentally.
Japanese Council of
Mathematics Education
© Activities for Learning, Inc., 2012
61. Visualizing Quantities
Visualizing also needed in:
• Reading
• Sports
• Creativity
• Geography
• Engineering
• Construction
© Activities for Learning, Inc., 2012
62. Visualizing Quantities
Visualizing also needed in:
• Reading • Architecture
• Sports • Astronomy
• Creativity • Archeology
• Geography • Chemistry
• Engineering • Physics
• Construction • Surgery
© Activities for Learning, Inc., 2012
67. Visualizing Quantities
Early Roman numerals
1 I
2 II
3 III
4 IIII
5 V
8 VIII
© Activities for Learning, Inc., 2012
69. AN ALTERNATIVE to
learning place value:
Subitizing (groups of five)
Math Way (of number naming)
Place Value Cards
Trading (with 4-digit numbers)
© Activities for Learning, Inc., 2012
76. Grouping in Fives
Yellow is the Sun
Yellow is the sun.
Six is five and one.
Why is the sky so blue?
Seven is five and two.
Salty is the sea.
Eight is five and three.
Hear the thunder roar.
Nine is five and four.
Ducks will swim and dive.
Ten is five and five.
–Joan A. Cotter
© Activities for Learning, Inc., 2012
78. Games
Games
Math
© Activities for Learning, Inc., 2012
79. Games
Games
=
Math
© Activities for Learning, Inc., 2012
80. Games
Games Books
=
Math Reading
© Activities for Learning, Inc., 2012
81. Games
Games Books
=
Math Reading
Games provide interesting repetition needed
for automatic responses.
© Activities for Learning, Inc., 2012
82. Games
Games Books
=
Math Reading
Games provide interesting repetition needed
for automatic responses.
More importantly, games provide an
application
for the new information!
© Activities for Learning, Inc., 2012
89. Grouping in Fives
Recognizing 5
5 has a middle; 4 does not.
© Activities for Learning, Inc., 2012
98. Naming Quantities
Numbe
r 1
Chart
2
To help the 3
child learn
the
symbols 4
5
© Activities for Learning, Inc., 2012
99. Naming Quantities
Numbe
r 1 6
Chart
2 7
To help the 3 8
child learn
the
symbols 4 9
5 10
© Activities for Learning, Inc., 2012
117. Go to the Dump
© Activities for Learning, Inc., 2012
118. Go to the Dump
Objective: To learn and master the facts
that total 10:
© Activities for Learning, Inc., 2012
119. Go to the Dump
Objective: To learn and master the facts
that total 10:
1+9
2+8
3+7
4+6
5+5
© Activities for Learning, Inc., 2012
120. Go to the Dump
Objective: To learn and master the facts
that total 10:
1+9
2+8
3+7
4+6
5+5
© Activities for Learning, Inc., 2012
121. Go to the Dump
Objective: To learn and master the facts
that total 11:
© Activities for Learning, Inc., 2012
122. Go to the Dump
Objective: To learn and master the facts
that total 11:
1 + 10
2+9
3+8
4+7
5+6
© Activities for Learning, Inc., 2012
123. Swim to Ten Game
© Activities for Learning, Inc., 2012
124. Swim to Ten Game
Objective:
To count purposefully and informally.
© Activities for Learning, Inc., 2012
125. Swim to Ten Game
Objective:
To count purposefully and informally.
To learn the number sequence 1 to 10
with an emphasis on fives.
© Activities for Learning, Inc., 2012
126. Swim to Ten Game
Objective:
To count purposefully and informally.
To learn the number sequence 1 to 10
with an emphasis on fives.
To realize that the largest number is not
always the best answer.
© Activities for Learning, Inc., 2012
127. Swim to Ten Game
Objective:
To count purposefully and informally.
To learn the number sequence 1 to 10
with an emphasis on fives.
To realize that the largest number is not
always the best answer.
To mentally visualize moves.
© Activities for Learning, Inc., 2012
128. Swim to Ten Game
Need:
Basic number cards 1 to 5
© Activities for Learning, Inc., 2012
129. Swim to Ten Game
Need:
Basic number cards 1 to 5
Game board
© Activities for Learning, Inc., 2012
130. Swim to Ten Game
© Activities for Learning, Inc., 2012
131. Swim to Ten Game
Setup:
© Activities for Learning, Inc., 2012
132. Swim to Ten Game
Setup:
Each player chooses
two lanes.
© Activities for Learning, Inc., 2012
133. Swim to Ten Game
Setup:
Each player chooses
two lanes.
Objective of the Game:
© Activities for Learning, Inc., 2012
134. Swim to Ten Game
Setup:
Each player chooses
two lanes.
Objective of the Game:
To move both swimmers from the starting
blocks to the last space in the
lane.
© Activities for Learning, Inc., 2012
135. Swim to Ten Game
Setup:
Each player chooses
two lanes.
Objective of the Game:
To move both swimmers from the starting
blocks to the last space in the
lane.
Swimmers must end exactly on the 10.
© Activities for Learning, Inc., 2012
136. Swim to Ten Game
© Activities for Learning, Inc., 2012
137. Swim to Ten Game
© Activities for Learning, Inc., 2012
138. Swim to Ten Game
© Activities for Learning, Inc., 2012
139. Swim to Ten Game
2
© Activities for Learning, Inc., 2012
140. Swim to Ten Game
2
© Activities for Learning, Inc., 2012
141. Swim to Ten Game
2
© Activities for Learning, Inc., 2012
142. Swim to Ten Game
2
© Activities for Learning, Inc., 2012
143. Swim to Ten Game
2
3
© Activities for Learning, Inc., 2012
144. Swim to Ten Game
2
3
© Activities for Learning, Inc., 2012
145. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
146. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
147. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
148. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
149. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
150. Swim to Ten Game
2
1
3
© Activities for Learning, Inc., 2012
151. Swim to Ten Game
2
1
5
3
© Activities for Learning, Inc., 2012
152. Swim to Ten Game
2
1
5
3
© Activities for Learning, Inc., 2012
153. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
154. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
155. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
156. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
157. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
158. Swim to Ten Game
2
1
5
3
3
2
© Activities for Learning, Inc., 2012
159. Swim to Ten Game
2
1
5
4
3
3
2
© Activities for Learning, Inc., 2012
160. Swim to Ten Game
2
1
5
4
3
3
2
© Activities for Learning, Inc., 2012
161. Swim to Ten Game
2
1
5
4
3
3
2
© Activities for Learning, Inc., 2012
162. Swim to Ten Game
2
1
5
4
3
3
2
© Activities for Learning, Inc., 2012
163. Swim to Ten Game
Initially, allow the
children to check out
their moves by
physically moving
their swimmers.
© Activities for Learning, Inc., 2012
164. Swim to Ten Game
Initially, allow the
children to check out
their moves by
physically moving
their swimmers.
Work towards the rule that players must
move the first swimmer touched.
© Activities for Learning, Inc., 2012
165. “Math” Way of Naming Numbers
© Activities for Learning, Inc., 2012
166. “Math” Way of Naming Numbers
11 = ten 1
© Activities for Learning, Inc., 2012
167. “Math” Way of Naming Numbers
11 = ten 1
12 = ten 2
© Activities for Learning, Inc., 2012
168. “Math” Way of Naming Numbers
11 = ten 1
12 = ten 2
13 = ten 3
© Activities for Learning, Inc., 2012
169. “Math” Way of Naming Numbers
11 = ten 1
12 = ten 2
13 = ten 3
14 = ten 4
© Activities for Learning, Inc., 2012
170. “Math” Way of Naming Numbers
11 = ten 1
12 = ten 2
13 = ten 3
14 = ten 4
....
19 = ten 9
© Activities for Learning, Inc., 2012
171. “Math” Way of Naming Numbers
11 = ten 1 20 = 2-ten
12 = ten 2
13 = ten 3
14 = ten 4
....
19 = ten 9
© Activities for Learning, Inc., 2012
172. “Math” Way of Naming Numbers
11 = ten 1 20 = 2-ten
12 = ten 2 21 = 2-ten 1
13 = ten 3
14 = ten 4
....
19 = ten 9
© Activities for Learning, Inc., 2012
173. “Math” Way of Naming Numbers
11 = ten 1 20 = 2-ten
12 = ten 2 21 = 2-ten 1
13 = ten 3 22 = 2-ten 2
14 = ten 4
....
19 = ten 9
© Activities for Learning, Inc., 2012
174. “Math” Way of Naming Numbers
11 = ten 1 20 = 2-ten
12 = ten 2 21 = 2-ten 1
13 = ten 3 22 = 2-ten 2
14 = ten 4 23 = 2-ten 3
....
19 = ten 9
© Activities for Learning, Inc., 2012
175. “Math” Way of Naming Numbers
11 = ten 1 20 = 2-ten
12 = ten 2 21 = 2-ten 1
13 = ten 3 22 = 2-ten 2
14 = ten 4 23 = 2-ten 3
.... ....
19 = ten 9 ....
99 = 9-ten 9
© Activities for Learning, Inc., 2012
176. “Math” Way of Naming Numbers
137 = 1 hundred 3-ten 7
© Activities for Learning, Inc., 2012
177. “Math” Way of Naming Numbers
137 = 1 hundred 3-ten 7
or
137 = 1 hundred and 3-ten 7
© Activities for Learning, Inc., 2012
178. Math Way of Naming Numbers
• Only 11 words are needed to count to 100
the math way, 28 in English. (All Indo-
European languages are non-standard in
number naming.)
© Activities for Learning, Inc., 2012
179. Math Way of Naming Numbers
• Only 11 words are needed to count to 100
the math way, 28 in English. (All Indo-
European languages are non-standard in
number naming.)
• Asian children learn mathematics using
the math way of counting.
© Activities for Learning, Inc., 2012
180. Math Way of Naming Numbers
• Only 11 words are needed to count to 100
the math way, 28 in English. (All Indo-
European languages are non-standard in
number naming.)
• Asian children learn mathematics using
the math way of counting.
• They understand place value in first
grade; only half of U.S. children understand
place value at the end of fourth grade.
© Activities for Learning, Inc., 2012
181. Math Way of Naming Numbers
• Only 11 words are needed to count to 100
the math way, 28 in English. (All Indo-
European languages are non-standard in
number naming.)
• Asian children learn mathematics using
the math way of counting.
• They understand place value in first
grade; only half of U.S. children understand
place value at the end of fourth grade.
• Mathematics is the science of patterns.
The patterned math way of counting greatly
helps children learn number sense.
© Activities for Learning, Inc., 2012
182. Math Way of Naming Numbers
Compared to reading:
© Activities for Learning, Inc., 2012
183. Math Way of Naming Numbers
Compared to reading:
• Just as reciting the alphabet doesn’t teach
reading, counting doesn’t teach arithmetic.
© Activities for Learning, Inc., 2012
184. Math Way of Naming Numbers
Compared to reading:
• Just as reciting the alphabet doesn’t teach
reading, counting doesn’t teach arithmetic.
• Just as we first teach the sound of the letters,
we must first teach the name of the quantity
(math way).
© Activities for Learning, Inc., 2012
185. Math Way of Naming Numbers
“Rather, the increased gap between Chinese
and U.S. students and that of Chinese
Americans and Caucasian Americans may be
due primarily to the nature of their initial gap
prior to formal schooling, such as counting
efficiency and base-ten number sense.”
Jian Wang and Emily Lin, 2005
Researchers
© Activities for Learning, Inc., 2012
186. Math Way of Naming Numbers
Traditional names
4-ten = forty
The “ty”
means
tens.
© Activities for Learning, Inc., 2012
187. Math Way of Naming Numbers
Traditional names
4-ten = forty
The “ty”
means
tens.
© Activities for Learning, Inc., 2012
188. Math Way of Naming Numbers
Traditional names
6-ten = sixty
The “ty”
means
tens.
© Activities for Learning, Inc., 2012
189. Math Way of Naming Numbers
Traditional names
3-ten = thirty
“Thir” also
used in 1/3,
13 and 30.
© Activities for Learning, Inc., 2012
190. Math Way of Naming Numbers
Traditional names
5-ten = fifty
“Fif” also
used in 1/5,
15 and 50.
© Activities for Learning, Inc., 2012
191. Math Way of Naming Numbers
Traditional names
2-ten = twenty
Two used to
be
pronounced
“twoo.”
© Activities for Learning, Inc., 2012
192. Math Way of Naming Numbers
Traditional names
A word game
fireplace place-fire
© Activities for Learning, Inc., 2012
193. Math Way of Naming Numbers
Traditional names
A word game
fireplace place-fire
newspaper paper-news
© Activities for Learning, Inc., 2012
194. Math Way of Naming Numbers
Traditional names
A word game
fireplace place-fire
newspaper paper-news
box-mail mailbox
© Activities for Learning, Inc., 2012
195. Math Way of Naming Numbers
Traditional names
ten 4
“Teen” also
means ten.
© Activities for Learning, Inc., 2012
196. Math Way of Naming Numbers
Traditional names
ten 4 teen 4
“Teen” also
means ten.
© Activities for Learning, Inc., 2012
197. Math Way of Naming Numbers
Traditional names
ten 4 teen 4 fourteen
“Teen” also
means ten.
© Activities for Learning, Inc., 2012
198. Math Way of Naming Numbers
Traditional names
a one left
© Activities for Learning, Inc., 2012
199. Math Way of Naming Numbers
Traditional names
a one left a left-one
© Activities for Learning, Inc., 2012
200. Math Way of Naming Numbers
Traditional names
a one left a left-one eleven
© Activities for Learning, Inc., 2012
201. Math Way of Naming Numbers
Traditional names
two left
Two
pronounce
d “twoo.”
© Activities for Learning, Inc., 2012
202. Math Way of Naming Numbers
Traditional names
two left twelve
Two
pronounce
d “twoo.”
© Activities for Learning, Inc., 2012
204. Rows and Columns
Objective: To give the players practice in
adding up to fifteen.
© Activities for Learning, Inc., 2012
205. Rows and Columns
Objective: To give the players practice in
adding up to fifteen.
Object of the Game: To collect the most
cards in rows or columns that add up to
fifteen.
© Activities for Learning, Inc., 2012
206. Rows and Columns
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Activities for Learning, Inc., 2012
207. Rows and Columns
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Activities for Learning, Inc., 2012
208. Rows and Columns
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Activities for Learning, Inc., 2012
209. Rows and Columns
8 7 1 9
6 4 3 3
2 2 5 6
6 3 8 8
© Activities for Learning, Inc., 2012
211. Rows and Columns
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Activities for Learning, Inc., 2012
212. Rows and Columns
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Activities for Learning, Inc., 2012
213. Rows and Columns
7 6 1 9
6 4 3 3
2 1 5 1
6 3 8 8
© Activities for Learning, Inc., 2012
214. Rows and Columns
1
6 4 3 3
1 5 1
3 8 8
© Activities for Learning, Inc., 2012
215. Rows and Columns
2 9 1 7
6 4 3 3
8 1 5 1
5 3 8 8
© Activities for Learning, Inc., 2012
216. Corners™
1
2 7
4
© Activities for Learning, Inc., 2012
217. Corners™
1
Purpose: 2 7
4
To practice the facts that total 5, 10, 15,
and 20.
© Activities for Learning, Inc., 2012
218. Corners™
1
Purpose: 2 7
4
To practice the facts that total 5, 10, 15,
and 20.
To practice mental math through scoring.
© Activities for Learning, Inc., 2012
219. Corners™
1
2 7
Rules: 4
© Activities for Learning, Inc., 2012
220. Corners™
1
2 7
Rules: 4
• To score, sum must equal 5, 10, 15 or
20.
© Activities for Learning, Inc., 2012
221. Corners™
1
2 7
Rules: 4
• To score, sum must equal 5, 10, 15 or
20.
• Play on the last card played, or play to
any Corner (all sides must match as
above).
© Activities for Learning, Inc., 2012
222. Corners™
1
2 7
4
1
3 8
10
© Activities for Learning, Inc., 2012
223. Corners™
10
1 8 3
2 7 1
4
© Activities for Learning, Inc., 2012
224. Corners™
10
1 8 3
2 7 1
4
9
3 6
4
© Activities for Learning, Inc., 2012
225. Corners™
10
1 8 3
2 7 1
4
9
3 6
4
© Activities for Learning, Inc., 2012
226. Corners™
10
1 8 3
2 7 1
4
9
3 6
4
7
8 4
2
© Activities for Learning, Inc., 2012
227. Corners™
10
1 8 3
2 7 1
4 2
9 4 8
3 6 7
4
© Activities for Learning, Inc., 2012
228. Corners™
10
1 8 3
2 7 1
4 2
9 4 8
3 6 7
4
3
7 10
1
© Activities for Learning, Inc., 2012
229. Corners™
10
1 8 3
2 7 1
4 2
9 4 8
3 6 7
4
3
7 10
1
© Activities for Learning, Inc., 2012
230. Corners™
10
1 8 3
2 7 1
4 2
9 4 8 3
3 6 7 7 10
4 1
© Activities for Learning, Inc., 2012
231. Corners™
10
1 8 3
2 7 1
4 2
1
7 9 4 8
10
3 6 7
3
4
© Activities for Learning, Inc., 2012
232. Corners™
10
1 8 3
2 7 1
4 2
1
7 9 4 8
10
3 6 7
3
4
7
2 5
© Activities for Learning, Inc., 2012
8
234. Corners™
Players learn the facts that
total 5, 10, 15, and 20.
© Activities for Learning, Inc., 2012
235. Corners™
Players learn the facts that
total 5, 10, 15, and 20.
Working in the 100s gives the
players a better understanding
of larger quantities.
© Activities for Learning, Inc., 2012
236. Corners™
Players learn the facts that
total 5, 10, 15, and 20.
Working in the 100s gives the
players a better understanding
of larger quantities.
Twenty variations of the game are
available.
© Activities for Learning, Inc., 2012
237. Corners™
Players learn the facts that
total 5, 10, 15, and 20.
Working in the 100s gives the
players a better understanding
of larger quantities.
Twenty variations of the game are
available.
Each player benefits from doing
accumulative
scoring.
© Activities for Learning, Inc., 2012
238. Corners™
Scoring is done 10
mentally. 25
30
40
55
65
80
© Activities for Learning, Inc., 2012
240. Mental Addition
65 + 15 =
65 + 10
© Activities for Learning, Inc., 2012
241. Mental Addition
65 + 15 =
65 + 10 + 5 =
© Activities for Learning, Inc., 2012
252. Composing Numbers
3-ten
7
30
7
Notice the way we say the number,
represent the number, and write the number
all correspond.
© Activities for Learning, Inc., 2012
253. Composing Numbers
7-ten
70
Another example.
© Activities for Learning, Inc., 2012
271. Counting by 2s and 5s
Counting by 2s
© Activities for Learning, Inc., 2012
272. Counting by 2s and 5s
Counting by 2s
2
© Activities for Learning, Inc., 2012
273. Counting by 2s and 5s
Counting by 2s
2 4
© Activities for Learning, Inc., 2012
274. Counting by 2s and 5s
Counting by 2s
2 4 6
© Activities for Learning, Inc., 2012
275. Counting by 2s and 5s
Counting by 2s
2 4 6 8
© Activities for Learning, Inc., 2012
276. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
© Activities for Learning, Inc., 2012
277. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
12
© Activities for Learning, Inc., 2012
278. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
12 14
© Activities for Learning, Inc., 2012
279. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
12 14 16
© Activities for Learning, Inc., 2012
280. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
12 14 16 18
© Activities for Learning, Inc., 2012
281. Counting by 2s and 5s
Counting by 2s
2 4 6 8
10
12 14 16 18
20
© Activities for Learning, Inc., 2012
282. Counting by 2s and 5s
Counting by 5s
© Activities for Learning, Inc., 2012
283. Counting by 2s and 5s
Counting by 5s
5
© Activities for Learning, Inc., 2012
284. Counting by 2s and 5s
Counting by 5s
5 10
© Activities for Learning, Inc., 2012
285. Counting by 2s and 5s
Counting by 5s
5 10
15
© Activities for Learning, Inc., 2012
286. Counting by 2s and 5s
Counting by 5s
5 10
15 20
© Activities for Learning, Inc., 2012
287. Counting by 2s and 5s
Counting by 5s
5 10
15 20
25
© Activities for Learning, Inc., 2012
288. Counting by 2s and 5s
Counting by 5s
5 10
15 20
25 30
© Activities for Learning, Inc., 2012
290. Evens and Odds
Evens
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
291. Evens and Odds
Evens
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
292. Evens and Odds
Evens
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
293. Evens and Odds
Evens
Use two fingers
and touch each
pair in
succession.
EVEN!
© Activities for Learning, Inc., 2012
294. Evens and Odds
Odds
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
295. Evens and Odds
Odds
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
296. Evens and Odds
Odds
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
297. Evens and Odds
Odds
Use two fingers
and touch each
pair in
succession.
© Activities for Learning, Inc., 2012
298. Evens and Odds
Odds
Use two fingers
and touch each
pair in
succession.
ODD!
© Activities for Learning, Inc., 2012
300. Fact Strategies
Complete the
Ten
9+5=
© Activities for Learning, Inc., 2012
301. Fact Strategies
Complete the
Ten
9+5=
© Activities for Learning, Inc., 2012
302. Fact Strategies
Complete the
Ten
9+5=
© Activities for Learning, Inc., 2012
303. Fact Strategies
Complete the
Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Activities for Learning, Inc., 2012
304. Fact Strategies
Complete the
Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Activities for Learning, Inc., 2012
305. Fact Strategies
Complete the
Ten
9+5=
Take 1 from
the 5 and give
it to the 9.
© Activities for Learning, Inc., 2012
306. Fact Strategies
Complete the
Ten
9 + 5 = 14
Take 1 from
the 5 and give
it to the 9.
© Activities for Learning, Inc., 2012
311. Fact Strategies
Two Fives
8+6=
10 + 4 = 14
© Activities for Learning, Inc., 2012
312. Fact Strategies
Going Down
15 – 9 =
© Activities for Learning, Inc., 2012
313. Fact Strategies
Going Down
15 – 9 =
© Activities for Learning, Inc., 2012
314. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Activities for Learning, Inc., 2012
315. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Activities for Learning, Inc., 2012
316. Fact Strategies
Going Down
15 – 9 =
Subtract 5;
then 4.
© Activities for Learning, Inc., 2012
317. Fact Strategies
Going Down
15 – 9 = 6
Subtract 5;
then 4.
© Activities for Learning, Inc., 2012
318. Fact Strategies
Subtract from 10
15 – 9 =
© Activities for Learning, Inc., 2012
319. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Activities for Learning, Inc., 2012
320. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Activities for Learning, Inc., 2012
321. Fact Strategies
Subtract from 10
15 – 9 =
Subtract 9
from 10.
© Activities for Learning, Inc., 2012