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    Number Sense and the Days of School
    Number Sense and the Days of School
    Number Sense and the Days of School
    Ebook263 pages2 hours

    Number Sense and the Days of School

    By Christopher Casey

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    Math is patterns. Understanding this fundamental idea is a key to a greater appreciation of mathematics. If students are familiar with various patterns in math, and are geared to look for patterns, they will have a better understanding of how numbers go together, and come apart. They will see relationships between numbers. 

    This unit is a way to help students recognize, seek out, and understand math as patterns. By looking at the properties of each number of the days of the school year (from 1 to 180), and using other activities, students will gradually gain an understanding of the important concepts that they need to learn.

     

    LanguageEnglish
    PublisherChristopher Casey
    Release dateFeb 17, 2015
    ISBN9781607466666
    Number Sense and the Days of School

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      Book preview

      Number Sense and the Days of School - Christopher Casey

      No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form, or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior consent of the publisher.

      ––––––––

      Worksheets may be copied for your own classroom use only. If you have questions, comments, concerns, email me at:

      cccmathpro@yahoo.com

      Table of Contents

      ––––––––

      1)  Introduction  1 – 5

      ––––––––

      2)  Activities

      3)  Appendix

      Math is patterns. Understanding this fundamental idea is a key to a greater appreciation of mathematics. If students are familiar with various patterns in math, and are geared to look for patterns, they will have a better understanding of how numbers go together, and come apart. They will see relationships between numbers. Learning the times tables is learning patterns. Multiples of 5 end alternately in 5 and 0. Why does that happen? As students become familiar with patterns, they will want to find out why those patterns occur. Understanding patterns will help students with fractions. Simplifying fractions, finding common denominators, solving equalities; all involve recognizing patterns.

      In problem solving, patterns are used frequently, and some occur often. Patterns are easier to recognize if they’ve been seen before. The more students see, the more they’ll be prepared. Show any student 2, 4, 6, 8, ... and they’ll most likely recognize the pattern as even numbers, or counting by 2. Why? because they’ve seen that pattern since first grade.

      This unit is a way to help students recognize, seek out, and understand math as patterns. By looking at the properties of each number of the days of the school year (from 1 to 180), and using other activities, students will gradually gain an understanding of the important concepts that they need to learn.

      Each day, students tell you some things about that day’s number. They can prepare for this while you take roll, and the whole activity can take as little as 5 minutes a day. How you structure things is up to you. You can call on volunteers, randomly call on students, or any number of methods. In my class I have 8 groups, and students are numbered 1 through 4 in each group. Each group has to tell me 1 thing about the number, and nothing can be repeated. I use 2 spinners; 1 to decide which group will start, and the other to decide which person will respond for each group. This way, everybody in the group has to be ready to share, which encourages the students to help each other, and they have to have a list of 8 things because they don’t know which group will share first.

      This unit can be used from 1st grade to 6th grade, but is primarily intended for 4th or 5th grade, and so students are encouraged to lists factors first. They can also list fractions of the number, or numbers it is

      a fraction of. They also should identify whether the number is prime or composite, and the prime factorization. If there are interesting things about the number, they can list those things also. Younger students will have difficulty with some of these things, but they can work towards them. In the meantime they can use equations that equal the day number. Of course, you can set the criteria appropriate for your students. If some things don’t get shared, they can be shared after and discussed. Here are 2 examples:

      Day #24 – It’s an even number It’s a composite number

      Its factors are 1, 2, 3, 4, 6, 8, 12, and 24 (students would say, One of its factors is 6)

      The prime factorization is 2³ x 3

      There are 24 hours in a day, and 24 is 2 dozen

      That’s 13 things (each factor is 1 thing). Each is important and should be shared even if every group has already shared. Other days aren’t as interesting:

      Day #23 - It’s a prime number It’s an odd number

      Its factors are 1 and 23 23 is ½ of 46

      23 is 1/3 of 69

      23 is 1/10 of 230 Half of 23 is 11 ½

      Now, obviously we wouldn’t expect students to make these kinds of lists from Day #1. There are several activities that the students will do to better equip themselves, and to increase their understanding. For the first 10 or 12 days of school I allow students to say whatever they want about the day number, without too much comment. Different patterns are introduced, other activities are taking place, so by the 12th day the students are ready to follow the format they’ll use the rest of the year. Also, in the first several days there are many things that are associated with those numbers (3 little pigs, 5 fingers, 7 dwarves, etc.), and students generally use these.

      In addition, you will also need to put up the following display (masters are included in back) where students can see it, and discuss

      this daily. Notes for each day are included in the back. Color in 1

      wedge each day, starting at the top and going to the right. Color in 1 square each day, starting in the upper left hand corner and going down. Each wedge represents the percent of the first 100 days of school. Each square represents the fraction of the first 100 days of school. The blanks need to be updated daily. The blank after __/100 is for the simplest form of the fraction. For

      instance, 5/100 = 1/20. The blank after __/180 is also for the simplified fraction. After 10 days, 1 column out of 10 will be filled in. You can explain to students that this shows that 10/100 = 1/10. The next day there will be 1 column and 1 square; or 1/10 and 1/100; or 11/100; or 0.11. This is the beginning of decimals, and understanding that they are fractions. When the circle has 25 wedges filled, it will be clear to students that ¼ of the circle is full. 25% = ¼. As the year goes on, if you get into angles, you can talk about what angle a certain fraction represents. For instance, at 25 wedges, ¼ of the circle is filled and ¼ of 360 o is 90o. As students see the simplified fractions each day, they will get an introduction to

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