Successfully reported this slideshow.
We use your LinkedIn profile and activity data to personalize ads and to show you more relevant ads. You can change your ad preferences anytime.

Clothesline math

BCAMT Fall Conference • October 2019

  • Login to see the comments

  • Be the first to like this

Clothesline math

  1. 1. The Master Number Sense Maker BCAMT Fall Conference • October 2019 ILSEHTOLC N E M A T H
  2. 2. Welcome! K-12 Numeracy Helping Teacher email: hunter_c@surreyschools.ca
 twitter: @ChrisHunter36 blog: reflectionsinthewhy.wordpress.com Grade 5/6 Teacher email: sabell_a@surreyschools.ca
 twitter: @sabell_alex hris unter SA lex abell C H
  3. 3. Place… 8 -8-3 0 102 … then Space!
  4. 4. What is Clothesline Math? • a tool • open & dynamic number line • requires students establish benchmarks and a scale • helps students build understanding of cardinality,
 a sense of magnitude, and proportional reasoning -1 0-x x 2x 10 20 50 1 1 2 1 3 1 4 0 1 Chris Shore Clothesline The Master Number Sense Maker
  5. 5. • a routine • intended for classroom discourse What is Clothesline Math? -1 0-x x 2x 10 20 50 1 1 2 1 3 1 4 0 1 Chris Shore Clothesline The Master Number Sense Maker
  6. 6. 10 20 50 Clothesline The Master Number Sense Maker
  7. 7. Think of a student you would
 describe as having number sense. What understandings and skills
 does this student have? What is Number Sense?
  8. 8. • 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 ability to determine reasonableness of an answer • an ability to decide upon a strategy based on the numbers in a problem Number Sense 
 Understandings & Skills pp. 9-10
  9. 9. • 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 ability to determine reasonableness of an answer • an ability to decide upon a strategy based on the numbers in a problem Number Sense 
 Understandings & Skills pp. 9-10 How does your list compare? 
 Any a-ha’s? 
 Which did you call upon in the opening activity?
  10. 10. 1 2 1 3 1 4 0 1 Fractions
  11. 11. 1 2 1 3 1 4 0 1 Fractions What misconceptions might students have? How might you respond?
  12. 12. Place…
  13. 13. Place…
  14. 14. … and Space
  15. 15. 1 2 1 3 1 4 0 1 Fractions
  16. 16. 1 2 1 3 1 4 0 1 Fractions
  17. 17. 0 2 2 8 4 5 7 6 Fractions 2 1 3 4 Which is closer to 1?
 or ? 7 6 4 5
  18. 18. Instructional Routines HEINEMANN Portsmouth, NH for Reasoning Routines Fostering the Mathematical Practices in All Students Grace Kelemanik • Amy Lucenta • Susan Janssen Creighton FOREWORD BY Magdalene Lampert For more information about this Heinemann resource, visit http://heinemann.com/products/E07815.aspx How? “Instructional routines are specific and repeatable designs for learning that support both the teacher and students in the classroom.”
  19. 19. "The predictable structure lets students pay less attention to [‘What is it that I’m supposed to be doing?,’ ‘What question will I be asked next?,’ or ‘How will things work today in the lesson?’] and more attention to the way in which they and their classmates are thinking about a particular math task. For you as the teacher, the routines keep the flow of the mathematics instruction deliberately predictable so that, as you gain familiarity with them, you can better attend to the most unpredictable elements of your mathematics instruction: how your students are making sense of the mathematics.” pp. 19-20
  20. 20. • a greater focus on learning • building crucial mathematical thinking habits • access for a wide range of learners Why Use Instructional Routines? HEINEMANN Portsmouth, NH for Reasoning Routines Fostering the Mathematical Practices in All Students Grace Kelemanik • Amy Lucenta • Susan Janssen Creighton FOREWORD BY Magdalene Lampert For more information about this Heinemann resource, visit http://heinemann.com/products/E07815.aspx
  21. 21. Curricular Competency Connections pp. 9-10
  22. 22. pp. 9-10
  23. 23. • Video
  24. 24. pp. 9-10 Which Curricular Competencies did you observe?
  25. 25. 400 500 ? Mystery Number
  26. 26. ? ? 12 Mystery Number 2
  27. 27. Andrew Stadel • @mr_stadel
  28. 28. oz $ 12.510 4 ? Frozen Yogurt Problem
  29. 29. Resources estimation180.coclotheslinemath.com
  30. 30. Resources estimation180.com/clotheslinenemath.com kristenac
  31. 31. Resources othesline kristenacosta.com/clotheslines
  32. 32. Resources reflectionsinthewhy.wordpress.com/bcamt2019
  33. 33. Planning Your Turn… • What numbers will you choose? • What strategies do you anticipate? • What questions will you ask?
  34. 34. Thank-you! K-12 Numeracy Helping Teacher email: hunter_c@surreyschools.ca
 twitter: @ChrisHunter36 blog: reflectionsinthewhy.wordpress.com Grade 5/6 Teacher email: sabell_a@surreyschools.ca
 twitter: @sabell_alex hris unter SA lex abell C H

×