July 14, 2017 1g-614 Intervention Strategies To Build Number Sense

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I Teach 1st! July 10, 2017 - July 14, 2017 1G-614 Intervention Strategies to Build Number Sense Shannon Samulski All resource materials not specifically identified as being reprinted from another source is copyright ©2017 by Shannon Samulski You may not distribute, copy, or otherwise reproduce any of this material for sale or for commercial use without written permission from the author. Bring SDE training to your school! Partner with SDE to bring sustained, job-embedded training to your school. Contact SDE’s Educational Partnerships Team today! 1-877-388-2054 | www.SDE.com/Onsite-PD LAYERS IN DEVELOPING MATHEMATICAL THINKING Love of Math Abstract Learning Experience Pictorial Learning Experience Concrete Learning Experience Kinesthetic Learning Experience Real Objects in the Physical World Importance of Subitizing in Numeracy Development Arranged Line--(abacus, counting buddy, five frame, ten frame) Array/Visually Familiar-- (dice, domino pattern) Scatter--(paper plates, scatter of dots) Importance of Subitizing in Numeracy Development Combinations: array configurations of combinations Missing Parts: array configurations with missing parts Math Discourse Progression Card #5 Goal: Subitizing & Conservation to a Number up to 10 Conservation to 10: Subitize with 10 frame Tools Needed: -Action: Flash 10 frame (2-3 seconds) Ten Frames -Prompts: How many did you see? How did you know? Subitize and Visually Change with 10 frame -Action: Flash 10 frame (2-3 seconds) My Ten Frame Mat -Prompt: What is 1 less? 1 more? 2 more? 2 less? How many are empty? Subitize and Replicate with 10 frame My 10 Frame Mat -Action: Flash 5 frame (2-3 seconds) -Prompt: Show me what you saw on your 10 Frame Mat? Subitize, Visually Change, and Replicate with 10 frame © Shannon Samulski ! Strategic Intervention Solutions ! -Action: Flash 10 frame (2-3 seconds) Two-Sided Counters -Prompt: Show me 1 less on your 10 frame mat? Show me 1 more? 2 less? 2 more? Show me how many are empty? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions Math Discourse Progression Card #6 Goal: Subitizing & Conservation to a Number up to 10 Conservation to 10: Subitize with 10 (linear fashion) Tools Needed: -Action: Flash an amount Counting Buddy Junior (2-3 seconds) Counting Buddy Junior (linear left to right) -Prompts: How many did you see? How did you know? Subitize and Visually Change with 10 (linear fashion) -Action: Flash an amount on the Counting Buddy Junior (2-3 seconds) -Prompt: What is 1 less? 1 more? 2 more? 2 less? How many were not shown? Subitize and Replicate with 10 (linear fashion) -Action: Flash an amount on the Counting Buddy Junior (2-3 seconds) -Prompt: Show me what you saw on your Counting Buddy Junior? Subitize, Visually Change, and Replicate with 10 (linear fashion) -Action: Flash an amount on the Counting Buddy (2-3 seconds) • Technology Link: Math Rack to 10 (Dreambox) *Flash Counting Buddy under Document Camera or use Dreambox. Student’s use the buddy to show -Prompt: Show me 1 less on your Counting Buddy Junior? Show me 1 more? 2 less? 2 more? Show me how many were not shown? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions SCATTER SCATTER Math Discourse Progression Card #7 Goal: Subitizing & Conservation to a Number up to 10 COMMENTS COMME COMMENTS Conservation to 10: UNDERSTANDING NU Subitize with Scatter (1-10) Tools Needed: -Action: Flash Scatter (2-3 seconds) -Prompts: How many did you see? How did you know? Subitize and Visually Change with Scatter (1-10) -Action: Flash Scatter (2-3 seconds) HIGHLIGHT THE DOT Scatter (1-10) PLATE IF STUDENTS IS ABLE TO IDENTIFY THE TOTAL WITHIN 3 SECONDS WITHOUT COUNTING . My Scatter Mat -Prompt: What is 1 less? 1 more? 2 more? 2 less? Score: _____/10 Subitize and Replicate with Scatter (1-10) HIGHLIGHT THE DOT PLATE IF STUDENTS YES NO ASS IS ABLE TO IDENTIFY AC THE TOTAL WITHIN 3 SECONDS WITHOUT COUNTING My Scatter Mat Score: _____/10 -Action: Flash Scatter (2-3 seconds) -Prompt: Show me what you saw on your Scatter Mat? © Shannon Samulski ! Strategic Inter vention Solutions Subitize, Visually Change, and Replicate with Scatter (1-10) -Action: Flash Scatter (2-3 seconds) ! 80% Two-Sided MASTERY IS REQUIRED TO MOVE ONTO Counters 80% MASTERY IS REQUIRED TO MOVE ONTO NEXT SECTION -Prompt: Show me 1 less on your Scatter Mat? Show me 1 more? 2 less? 2 more? How did you know? ! Shannon Samulski "Strategic Interventio ! Shannon Samulski "Strategic Intervention Solutions © Shannon Samulski ⏐ Strategic Inter vention Solutions Math Discourse Progression Card #8 S Goal: Subitizing & Conservation to a Number up to 10 (mixed modality) COMMENTS Conservation to 10: Subitize and Replicate within mixed modality Tools Needed: -Action: Flash 10 frame (2-3 seconds) All three (choose one) HIG PLA IS A THE SEC -Prompt: Show me what you saw on your Counting Buddy Junior? Subitize, Visually Change, and Replicate within mixed modality -Action: Flash 10 frame (2-3 seconds) -Prompt: Show me 1 less on your Counting Buddy Junior ? Show me 1 more? Show me how many are empty? How did you know Subitize and Replicate within mixed modality • All three pick one (different from above) -Action: Flash Scatter (2-3 seconds) My Scatter Mat My 10 Frame Mat -Prompt: Show me what you saw on your 10 frame mat? © Shannon Samulski ! Strategic Inter vention Solutions © Shannon Samulski ! Strategic Inter vention Solutions Subitize, Visually Change, and Replicate within mixed modality • Two-Sided Counters ! 80% MASTERY IS REQUIRE -Action: Flash Scatter (2-3 seconds) -Prompt: Show me 1 less on your 10 frame mat ? Show me 1 more? 2 more? 2 less? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions ! Shannon Samulski Math Discourse Progression Card #9 Goal: Subitizing & Conservation to a Number up to 20 Conservation to 20: Subitize with Double 10 Frame/20 Frame -Action: Flash an amount within Double 10 Frame (2-3 seconds) Tools Needed: Double 10 Frame/20 Frame Ten Frame -Prompts: How many did you see? How did you know? Subitize and Visually Change with Double 10 Frame/20 Frame -Action: Flash an amount within Double 10 Frame (2-3 seconds) © Shannon Samulski ! Strategic Inter vention Solutions My Double 10 Frame Mat -Prompt: What is 1 less? 1 more? 2 more? 2 less? How many are empty? My Double 10 Frame Mat Subitize and Replicate with Double 10 frame/20 Frame -Action: Flash an amount within Double 10 frame (2-3 seconds) -Prompt: Show me what you saw on your Double 10 Frame Mat? Subitize, Visually Change, and Replicate with Double 10 Frame/20 Frame © Shannon Samulski ! Strategic Inter vention Solutions -Action: Flash an amount within Double 10 Frame (2-3 seconds) Two-Sided Counters -Prompt: Show me 1 less on your Double Ten Frame Mat. Show me 1 more? 2 less? 2 more? Show me how many are empty? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions Math Discourse Progression Card #10 Goal: Subitizing & Conservation to a Number up to 20 Conservation to 20: Subitize with My Counting Buddy Senior (linear fashion) Tools Needed: -Action: Flash an amount within My Counting Buddy Senior (2-3 seconds) My Counting Buddy Senior #OUNTING"UDDY3ENIORPDF0- -Prompts: How many did you see? How did you know? Subitize and Visually Change My Counting Buddy Senior (linear fashion) -Action: Flash an amount within My Counting Buddy Senior (2-3 seconds) # - 9 -Prompt: What is 1 less? 1 more? 2 more? 2 less? How many are not shown? Subitize and Replicate with My Counting Buddy Senior (linear fashion) -Action: Flash an amount within My Counting Buddy Senior (2-3 seconds) -Prompt: Show me what you saw on your My Counting Buddy Senior? Subitize, Visually Change, and Replicate with My Counting Buddy Senior -Action: Flash an amount within My Counting Buddy Senior (2-3 seconds) -Prompt: Show me 1 less on your My Counting Buddy Senior. Show me 1 more? 2 less? 2 more? Show me how many are not shown? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions #- -9 #9 #-9 + ! Math Discourse Progression Card #11 Goal: Subitizing & Conservation to a Number up to 20 Conservation to 20: Subitize with Rekenrek Tools Needed: -Action: Flash an amount within the Rekenrek (2-3 seconds) Rekenrek -Prompts: How many did you see? How did you know? Subitize and Visually Change with Double Rekenrek -Action: Flash an amount within the Rekenrek (2-3 seconds) -Prompt: What is 1 less? 1 more? 2 more? 2 less? How many are not shown? Subitize and Replicate with the Rekenrek • -Action: Flash an amount within The Rekenrek (2-3 seconds) Technology Link: Rekenrek to 20 (Dreambox) -Prompt: Show me what you saw on your Rekenrek? Subitize, Visually Change, and Replicate with Rekenrek *Flash Rekenrek under document camera or use dream box link -Action: Flash an amount within Rekenrek (2-3 seconds) -Prompt: Show me 1 less on your Rekenrek. Show me 1 more. 2 less. 2 more. Show me how many are not shown? How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions Math Discourse Progression Card #12 Goal: Subitizing & Conservation to a Number up to 20 (mixed modality) Conservation to 20: Subitize and Replicate within mixed modality Tools Needed: -Action: Flash an amount within the Double 10 Frame (2-3 seconds) All three (choose one) #OUNTING"UDDY3ENIORPDF0- Ten Frame -Prompt: Show me what you saw on your Counting Buddy Senior? # - 9 #- -9 #9 #-9 + Subitize, Visually Change, and Replicate within mixed modality © Shannon Samulski ! Strategic Intervention Solutions -Action: Flash an amount within the Double 10 Frame (2-3 seconds) All three (choose a different one than above) -Prompt: Show me 1 less on your Counting Buddy Senior. Show me 1 more, 2 more, 2 less. Show me how many are empty? How did you know? #OUNTING"UDDY3ENIORPDF0- My Double 10 Frame Mat Subitize and Replicate within mixed modality # -Action: Flash an amount within the Counting Buddy Senior (2-3 seconds) - 9 #- -9 #9 #-9 + -Prompt: Show me what you saw on your Rekenrek? © Shannon Samulski ! Strategic Inter vention Solutions Subitize, Visually Change, and Replicate within mixed modality -Action: Flash an amount within the Counting Buddy Senior (2-3 seconds) ! • Two-Sided Counters -Prompt: Show me 1 less on your Rekenrek ? Show me 1 more, 2 more, 2 less. How did you know? © Shannon Samulski ⏐ Strategic Inter vention Solutions Deck O’ Dot Duel Deck O’ Dot Train Materials: Red, Yellow or Green Deck O’ Dots Deck O’ Dot Train Game board Materials: Red, Yellow, or Green Deck O’ Dots Deck O’ Dot Duel Game board Have students spread out Deck O’ Dot cards and create a number train in order from 1-10 or in reverse order, 10-0 on the Deck O’ Dot Train board. Laminate the board and use to match number to quantity. Shuffle the set of Deck O’ Dots Card and place it in between the squares on the game board. Each student will flip a card, similar to the game “war”. The person with the higher amount wins the two cards. When the middle deck is gone whoever has the most wins! Challenge: Have students start with 2 and make a two more than train with the Deck O’ Dot Cards. Challenge: Have the students tell you how they knew how much they had on their card (without counting one-toone) Same, Less, More Deck O’ Dot Duel—Double Flip Materials: Red, Yellow, or Green Deck O’ Dots Deck O’ Dot Duel Game board Materials: Red, Yellow, or Green Deck O’ Dots Same, Less More Shuffle the set of Deck O’ Dots Card and place it in between the squares on the game board. Each student will flip TWO cards, similar to the game “war”. The person with the higher sum wins the four cards. When the middle deck is gone whoever has the most wins! Flip over one Deck O’ Dot Card (3 to 9) and put it in the top square on the game board, this will be the focus number. Each child will flip a card on their turn and put it in the “same”, “less’, or the “more” spot. They will continue sorting the deck. This game can be played with a friend or alone. Challenge: Have the students tell you how they knew their sum without counting one-to-one. Encourage the use of structure! Challenge: Have students show more and less with an amount (+2 more, or -2less). Encourage them to use structure and tell how they know what they know. I Wish I Had Materials: Red, Yellow, or Green Deck O’ Dots Counters One student draws a card from the deck and says “I wish I had ___” (a number higher than what is on the card). The other student will show with the amount of counters needed. Example: Card says 6, “I wish I had 9”, the other student shows 3 counters. Challenge: Use higher sums with students who are ready. In the Cup, On the Side, In All Materials: In the Cup, On the Side, In All Game Board Red, Yellow or Green Deck O’ Dots Cup, die, and counters Player 1 draws a card and places the correct number of counters in the cup. Player 2 rolls the die and puts that amount of counters to the side. Together they add up how many are in the cup, on the side and in all. They write their answers on the Game Board in the corresponding columns. Challenge: If you want to try higher sums they can flip two cards. Deck O’ Dot Flash Materials: Red, Yellow, or Green Deck O’ Dots Flash a Deck O’ Dot Card and have students tell the amount within 3 seconds (encourage them to not count and to look for structure or familar patterns). Challenge: Show a plate and instead of asking for the amount ask what is +1 more than or +2 more than what they see. Scatter Sandwich Materials: Red, Yellow or Green Deck O’ Dots Call out a “focus sum” and have students match two Deck O’ Dot cards together to match the sum. For example if “7” was called out they could match together the dot cards 4 and 3. Have them play a missing parts game by showing their partner one side of the ‘sandwich’ and having their partner guess what is on the other side. Deck O’ Dots Concentration Materials: Red, Yellow, or Green Deck O’ Dots (sort into equal matching sets) Select 8-10 sets of matching of the Deck O’ Dot Cards. Mix them up and place them face down. Have students play the game like memory and try to remember the quantities they have seen to find a pair. If a player finds a pair they get to go again. The winner at the end is the person with the most matches. Scatter Fish Materials: Red, Yellow, or Green Deck O’ Dots (sort into equal matching sets) Play this game similar to “Go Fish” except they are playing with Deck O’ dots! Pass out 7 cards to each player and if they have matches take them out. If the other person doesn’t have the card they called out they have to draw a new card. The first person to get rid of their cards first wins. Deck O’ Dot Difference Materials: Red, Yellow, or Green Deck O’ Dots Deck O’ Dot Difference Game board 20 counters Shuffle the set of Deck O’ Dots Card and place it in between the squares on the game board. Place 20 counters in the “Bank”. Each student will flip a card, similar to the game “war”. The person with the higher sum wins but has to figure out by how many they won and take the difference out of the bank. For example: Player A: Draws 5 then Player B: Draws 7.Player B wins the difference of 2 counters from the bank. Once the bank is empty the person with most counters wins. Challenge: Play the game with higher sums with each person flipping two cards, adding the sums then finding the difference for the winner. Be sure to put 50 counters in the bank as sums can be higher. Deck O’ Dot SLAP! Materials: Red, Yellow, or Green Deck O’ Dots Pass out Deck O’ Dots cards evenly between two players. Call out a ‘focus’ number and when that number is flipped over the first student to slap the pile wins the cards. The person with the most cards at the end of the game wins. Challenge: Do “Combination SLAP”, call out a number and when the total of the two cards total that sum the first person to slap it get it. Or play Odd & Even SLAP! Understanding Number Quantity/Combinations/Missing Parts Screener Data Teacher _____________________________________ NAME KINESTHETIC/ PK 5 FRAME School Year: __________________ 10 FRAME ARRAY SCATTER © Shannon Samulski ! Strategic Inter vention Solutions COMBINATIONS MISSING PARTS Two out Three Race Directions: Circle or highlight the two numbers that total the whole. Challenge yourself to see how fast you can identify the two numbers. Total: 7 2-3-4 7-0-2 1-3-6 3-1-4 2-5-3 4-3-1 5-2-3 4-0-3 3-1-6 2-3-4 1-2-5 3-0-7 1-2-6 5-3-2 5-0-7 1-3-4 4-2-3 6-2-1 Time: ___________ 4-1-3 6-2-1 0-2-7 5-2-3 1-2-6 7-2-0 6-1-2 4-4-3 2-4-5 0-7-1 3-3-4 1-6-0 7-1-0 3-4-1 5-3-2 1-2-6 4-2-3 0-2-7 Accuracy: __________ © Shannon Samulski ! Strategic Intervention Solutions Ways to Show Subtraction Counting/Up or Back “Open Number Line”: Compensation: “Shifting the Number Line” Math Fact: Decomposing/Composing: Traditional: Ways to Show Addition Decomposing/Composing: Partial Sums: Math Fact: Compensation: Traditional: LIST OF RELATED CITATIONS “K-2 MATH INTERVENTIONS” STAFF DEVELOPMENT FOR EDUATORS (SDE) SHANNON SAMULSKI Baratta---Lorton, M. Mathematics Their Way. Dale Seymour, 1985. Parrish, S. Number Talks Helping Children Build Mental Math and Computation Strategies. California, Math Solutions, 2010. Richardson, K. Developing Number Concepts Addition and Subtraction Book 2. Sale Seymour, 1999. Richardson, K. Developing Number Concepts Counting, Comparing, and Pattern Book 1. Dale Seymour, 1999. Samulski, S. Math Strategy Games: Incorporating the 8 Mathematical Practice Standards. Michigan, Strategic Intervention Solutions, 2013. Samulski, S. My Counting Buddy Book with Buddy Junior and Senior. Michigan, Strategic Intervention Solutions, 2012. Samulski, S. Understanding Combinations and Missing Parts Screener. Michigan, Strategic Intervention Solutions, 2013. Samulski, S. Understanding Number Quantity Screener. Michigan, Strategic Intervention Solutions, 2013. Samulski, S. Deck O’ Dots. Michigan, Strategic Intervention Solutions, 2015. Van de Walle,, J. and Lovin, L. Teaching Student--Centered Mathematics: Vol. 1 Grades K--3. Allyn & Bacon, 2005. Shannon’s Website: www.sis4teachers.org Join me on Facebook: Strategic Intervention Solutions Join me on Twitter: @ShannonSamulski