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Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
Digits 1   9
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Digits 1 9

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  • Trainer Notes: Ask participants what activities would have preceded this assignment ? (A: Working with these number bonds, using manipulatives-concrete-and/or pictures-pictoral.)
  • Trainer Notes: Ask participants how this assignment differs from the previous number bonds. (A. The students are working with larger numbers.) Next, model a “number bond story” like the pig example. Only, now the students will come up with their own illustrations or examples. For example: There are 9 flowers in the vase. Five of them are daisies. The others are tulips. How many tulips are there? Invite participants to work with a partner to create a number bond story for any of the number bonds on the slide. This is what we want to do next with first graders.
  • Trainer Notes: Share this slide and how to use Number Bracelets to help students build part-whole thinking. This idea comes from Catherine Kuhns and appears in her book Number Wonders . When creating number bracelets with students, the pipe cleaners used for each number are color-coded according to the number you are working on. Using the same color pipe cleaner allows you to identify by number and color the bracelet you want the students to work with. The teacher saves the bracelets and gives them to the students at the end of the year. This is a great concrete representation of number. This is also a great way to illustrate the commutative property.
  • Transcript

    • 1. Bonding Numbers to 10
    • 2.
      • Bonding Activities with dice and playing cards
      • Bonding Cards
      • Part-Whole Cards
      • Bullwinkle Math
      • Pennies for Your Thoughts Number Bracelets Under The Cup What’s Hidden The Sum What Dice Game Building Numbers
      • Roll and Build
      • Challenge
      • Frame Flash
      • Building Sets
    • 3.
      • The Story of 5
      5 0 5 4 3 2 33
    • 4.
      • Fill in the missing part or whole for each number bond.
      9 5 3 5 4 6 34
    • 5.  
    • 6. Part-Whole Cards
    • 7.
      • Bonding Cards
    • 8. Number Bracelets Number Bracelets are an activity created by Catherine Kuhns and appear in her book Number Wonders
    • 9. Under The Cup
        • Goal: Find the missing part or find the whole.
          • Player 1 decides what the whole is.
            • They break the whole into 2 or 3 parts using beads and place those parts each under the cup.
            • Player 1 tells player 2 what the whole is.
            • Player 2 uncovers one of the cups and says what the other part or parts are to make the whole.
            • Players take turns.
    • 10. What’s Hidden?
      • 3 – 4 Players
        • Step 1: Player 1 or teacher chooses a number of unifix cubes and shows them to the other players.
        • Step 2: Player 1 hides some of the cubes.
        • Step 3: The other players must tell the number of cubes player 1 hid. Count on to find out.
        • Step 4: Players check answers. Take turn to play.
    • 11. The Sum What Dice Game
      • Tools:
        • 2 dice
        • Playing strip with 1 – 9 written on it
        • Beans or other markers
        • Pencil and paper
        • How to Play:
          • Players take turns rolling two dice.
          • On each turn the player may cover either the sum rolled on the dice or any two numbers that are still uncovered and that add to the sum rolled.
          • For example, if a sum 9 is rolled first, the player may cover: 9, 8 and 1, or 2 and 7, or 3 and 6, or 4 and 5.
          • Later in the game if the sum of 9 is rolled again and the 5 is already covered, then the player cannot use the 4 and 5 combination and must play one of the other open possibilities.
          • When a player cannot olay, he or she is out and has a score of the sum of the uncovered numbers.
          • Play continues for everybody else until everyone is out.
          • The last person to go out will not necessarily win; the person with the lowest score win.

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