As I do every year, I start off with really trying to wrap my head around where my students are with their understanding of “number”. We start by talking about composing and decomposing small numbers, we make sure we understand the concept of “equal”, and a number of other foundation concepts that are critical for later learning.
Number lines and place value thinking
Students seem to need a lot of coaching on the idea of making “jumps” of equal distance on a number line…that if your number line goes from 300 to 500, you can make “jumps” of 100 to find 200 and 400 and 600…and then can split those jumps in half to make 50’s and so on. It takes practice and LOTS of math talk and sharing!
|We continue to work hard on explaining our thinking-both verbally and in writing. We are trying to show our thinking on diagrams and then translate that into sentences that others would understand.|
|Sometimes I need to do some coaching…”What do you know about the halfway point on this number line?” That’s all it took to get her started.|
|I threw a few of our problems under the document camera and we worked hard to use “precise math language”.|
|We even looked at a few different problems and tried to find how they were similar and how they were different.|