ELED 3150 13 February 2008 • • • • The instructor made announcements regarding weather and class delays.

Exam 1 was handed back to students and we went over the answers. Exam 2 was given to the class so they could be completed and handed in without requiring the students to come to class. We will begin with Activity 9. 22 next week.

Chapter 6-Understanding Number Concepts and Understanding Number Systems Chapter 7- Understanding Addition and Subtraction with Whole Numbers Activity 6.21 Grade: 3-6 Title: Snack Stand Supply Problem Setting: Small group Objective: Students estimate using data from a classroom project Materials: table with data from a fundraising effort Activity 6.1 Grade: K-2 Title: Number Conservation Setting: Individual Objective: Students demonstrate number conservation Materials: Checkers or counting disks (5-10 of each color) Activity 6.4 Grade: K-1 Title: Eight Setting: Small group Objective: Students discover cardinal property of number for sets Materials: Objects for sorting and counting Activity 6.22 Grade: 2-5 Title: Patterns on the Hundreds Chart Setting: Small group Objective: Students will find patterns on the Hundreds Chart Materials: Hundreds chart on paper or transparency Activity 6.5 Grade: 1-2 Title: No More Flowers Setting: Small group Objective: Students recognize the word zero and number 0 for the symbol for the empty set Materials: Flannel board and cutouts or magnetic cutout manipulatives

Activity 6.23 Grade: Multiple Title: Even and Odd Setting: Student pairs Objective: Students recognize odd and even numbers by pairing objects Materials: Counting disks or other small objects Activity 6.7 Grade: K-2 Title: Plate Puzzles and Cup Puzzles Setting: Learning Center Objective: Students connect sets with numerals. Materials: Paper plates, scissors, paper cups to match up with plate puzzles with that number written on them and cut into that many pieces. Activity 6.25 Grade: 3-5 Title: Factor Trees Setting: Small groups Objective: Students use a factor tree to find prime factors Materials: Chalkboard and chalk Activity 6.8 Grade: K-2 Title: Matching Numeral and Set Cards Setting: Learning center Objective: Students match sets with numerals. Materials: Pocket chart and sets of cards for matching Activity 7.4 Grade: 1-4 Title: Commutative and Associative Properties Setting: Small group or whole class Objective: Students demonstrate the commutative and associative properties of addition. Materials: Lima beans, paper plates, Cuisenaire rods, a sheet of number lines for each child Activity 6.9 Grade: K-4 Title: Card games for numbers and Numerals Setting: learning center Objective: students match numerals and sets Materials: sets of playing cards or index cards with stickers on them.

Activity 7.5 Grade: 1-3 Title: Near Doubles Setting: Small group Objective: Students use double number combinations to find a near double strategy Materials: Double cards for each child, set of near double cards (double plus one or double minus one facts), double dominos can be used, worksheet for each child Activity 6.13 Grade: K-5 Title: Beans and Sticks Setting: Small group Objective: Students use a two-column mat as a structure for place value. Materials: Beans, bean sticks of ten, bean flats of 100; two, three, or four-column mat, the number of beans and the size of the place value mat depend on the numbers being produced. Activity 7.6 Grade: 1-3 Title: Making Ten with the Tens Frame Setting: Small group or student pairs Objective: Students use the add to ten strategy for finding sums greater than ten Materials: Tens frame drawn on chalkboard, magnetic shapes, and math boxes Activity 6.14 Grade: 2-5 Title: E-vowel-uation Setting: Small group or whole group Objective: Students recognize that the position of the number changes the value of the number Materials: Index cards to have students write on that the teacher will use to order students and assign values to Activity 7.9 Grade: 1-3 Title: Subtracting with Hide-and-Seek Cards Setting: Small groups or pairs Objective: Students use the hide-and-seek strategy for learning subtraction facts Materials: Teacher made hide-and-seek cards for several subtraction facts Activity 6.15 Grade: K-6 Title: Banker’s Game Setting: Small group Objective: Students model place value with non-proportional materials Materials: red, blue, green, white, yellow chips, game mat, die

Activity 6.16 Grade: K-6 Title: Introducing Addition Setting: Small group or whole class Objective: Students demonstrate addition by joining objects contained in two or more groups Materials: Stuffed animals, books, school supplies or other small objects to add Activity 7.1 Grade: K-2 Title: Introducing Addition Setting: Small group or whole class Objective: Students demonstrate addition by joining objects contained in two or more groups Materials: Small objects for sorting and adding such as stuffed animals, books, pencils, or school supplies Activity 6.16 Grade: 2-5 Title: Seven Chances for 100 Setting: Small group or pairs Objective: Students apply place value to a game and develop a strategy. Materials: Die, base-10 blocks Activity 6.17 Grade: 2-6 Title: Think of a Million Setting: Whole group Objective: Students visualize the magnitude of large numbers Materials: How Much is a Million? by David Schwartz, package of popcorn kernels or dried beans Activity 7.12 Grade: 1-3 Title: Thinking Strategies for Two-Digit Addition Setting: Whole group Objective: Students will add two numbers between 9 and 100. Materials: Counters and base-10 materials. Instructor note: Take-home activities should be useful and never just busy work. There is an example on page 232 of a good activity for counting and numbers. Chapter 8- Understanding Multiplication and Division with Whole Numbers The goal of instruction for multiplication and division is computational fluency. Multiplication is taught as repeated addition. Division is repeated subtraction.

Geometric interpretation- Make sure students understand the symbols of multiplication and division. One way to do this is by teaching permutations (but you’d not call them that). Page 299 suggests that the teacher bring in 4 shirts and 2 pairs of pants to demonstrate the variety of outfits possible. Multiplication Vocabulary Factors-the numbers that are multiplied Product- the answer when you multiply Division Vocabulary Dividend- the total that is divided Divisor- what you are dividing by Quotient- the unknown factor (the answer) The identity element in multiplication is 1. Activity 8.1 Grade: 2-4 Title: Repeated Addition Setting: Groups of four Objective: Students describe the relationship between multiplication and repeated addition Materials: Math boxes or counting cubes Activity 8.2 Grade: 2-5 Title: Three Dimensional Arrays Setting: cooperative groups Objective: students explain the associative property of multiplication Materials: Unifix cubes Activity 8.4 Grade: 2-5 Title: Sundae, Sweet Sundae Setting: Cooperative groups Objective: Students model Cartesian products and solve problems with commutative and associative properties. Materials: Menu board from an ice-cream parlor, paper and pencils Activity 8.5 Grade: 2-4 Title: Measurement Division Setting: pairs or small groups Objective: students model measurement division (repeated subtraction) with objects and containers Materials: items to sort, small paper cups

Activity 8.6 Grade: 2-4 Title: Sharing Cookies Setting: groups of four Objective: Students model and describe the meaning of partitive division situations Materials: cookies cut from construction paper, other manipulative materials Activity 8.9 Grade: 2-5 Title: Putting on the Nines Setting: small groups or whole class Objective: students explore multiplication facts with nine to find patterns in the products Materials: linking cubes When students leave grade five they should be able to solve problems involving whole number computations and to compute fluently with multi-digit whole numbers. Traditional Method: 12 x 15 60 + 120 180 Transitional Method: 12 think: x 15 60 (5 x 12) + 120 (10 x 12) 180 Alternative Method: 12 x 15 100 20 50 + 10 180 think: (10 x 10) (10 x 2) (10 x 5) (5 x 2)

Traditional Method: 14 think: 4 ) 58 1x4=4 -4 Subtract 5-4=1 18 Bring down 8 -16 4 x 4 = 16 2 Subtract 18-16 = 2 Alternative Method: 4 think: 10 4 )58 -40 10 x 4 18 Subtract 58-40= 18 -16 4 x 4 = 16 2 Subtract 18-16= 2 Add 10 +4 = 14 Drill and practice is inappropriate when it involves a method that makes no sense to the student. Estimation is a very valuable skill. Instruction with algorithms ought to stress estimation, number sense, and skills in selecting the tool to perform a given calculation. Students should understand that the responsibility of learning belongs to them. Challenge students to come up with processes to solve problems. Space figures have three dimensions. Some examples are cubes, spheres, blocks and boxes, globes, pyramids, and eggs. Polygons- multi-sided shapes that are closed Regular polygons- multi-sided shapes that are closed with equal sides and angles. Chapter 9 activities discussed with the class. Topics included Geoboards, Logo program, tangrams, pentominoes, similar triangles, and angles constructed with sticks.