| |
|
|
 |
|
|
| Didax "Class Ideas" Newsletter Archive |
|
|
|
Spring is on its way here in Massachusetts. April showers have begun, so hopefully we'll be seeing some flowers soon. After this long winter, it's great to finally see the snow melting and look forward to the fresh start that spring brings.
This issue of Class Ideas focuses on Number Sense and our guest author for the month is Paul Swan. He brings you an exclusive article about using hundreds grids and flip arrays to develop number sense in your students. We also have some Internet links for you to use in planning your lessons and a special offer for subscribers. This month, you can save nearly 50% off Didax's popular new Magnetic Flip and Learn.
I always love to hear your ideas for future issues. Maybe you have a topic you'd like to see covered or an idea for a new feature. Just email me with your suggestions or ideas.
Thanks for reading!
Anna Mullen, Editor |
| |
| Hundreds Grid Tips and Tricks |
|
 by Paul Swan
A hundreds grid is a useful teaching aid that can be used to assist in the development of number sense. When using a hundreds grid, some teachers prefer to use a 0-99 grid rather than a 1-100 grid, either of which can be used for these activities. All of the activities can be demonstrated on a flip array, such as Didax's Magnetic Flip and Learn, or on a paper grid.
? Count forward by ones, twos, threes?
? Count back from a number in ones, twos, fives?
? When counting, color in each number on a grid or if using a flip array-flip the appropriate numbers.
? Set a calculator to count by ones, twos, fives?by pressing +2 === and record the sequence by flipping numbers on the flip array or by coloring a grid. Focus on the patterns that are formed. Ask questions such as:
What do you notice about the ?flipped? or colored numbers when you count by two, five?? Note the sequence 5, 0, 5, 0, 5, 0 while counting by fives. Children who receive a good grounding in counting and pattern making may later associate the 5, 0 pattern with the divisibility rule for five.
? Cover-ups: Cover a number on the flip array (or grid) using a removable ?sticky? note. Ask children to state the number that comes before and after the covered number and then decide what number is covered. More than one number may be covered; e.g. a block of four numbers in a sequence with the children asked to work out which numbers are covered.
? The cover-up idea may be extended to include numbers that are 10 more, 10 less, nine more, nine less and so on.
? Adding pairs. Flip two numbers next to each other (or color two adjacent numbers on the grid); e.g. 5 and 6 or 8 and 9. Add the two numbers. What do you notice? Ask the children to identify the types of numbers involved (odd and even, even and odd). The children should investigate what happens when odd and even numbers are added. Hopefully, they will find that the result is always odd.
? Extend by flipping two numbers that are separated by one number (i.e. skip one); for example 5 and 7, 9 and 11, 4 and 6 and so on. Investigate what happens when you start with an odd number and skip a number to the next odd number (i.e. add two odd numbers) or add two even numbers. The children should notice that adding two odd numbers will produce an even number. Likewise, adding two even numbers will lead to an even answer. This relationship may be reinforced by joining Unifix® cubes. For example, five yellow cubes may be joined to seven blue cubes and the total (12) cubes counted.
? Use patterns of similar calculations. Look for patterns; for example, subtracting 2 from 7, 2 from 17, 2 from 27 and so on. Flip the appropriate numbers (or mark a grid) and note that the gap remains the same. The same idea may be applied to addition.
? Consider the patterns of adding 9, 10 and 11; for example, flip (or color) 25 and then flip 34, 35 and 36. Discuss the patterns.
? ?Will it land on ??? Begin at 7 and then count in set steps; e.g. 5. Flip over the first few numbers; e.g. 12, 17, 22, 27 and ask the children to predict whether a particular number will be flipped over. Will 44 be flipped over if we keep going? Continue flipping to check the prediction. Focus on the 2, 7 pattern as a means of making the prediction.
This activity may be simplified by choosing different start and step numbers; for example, a starting number of 5 and a step number of 10. |
| |
| Downloadable Number Sense Activity Pages |
|
 Work on your students' number sense with these reproducible pages from Paul Swan's Number Grids. Your students will also be examining number patterns and developing mental calculation skills. In this book, Paul has written relevant activities that use 1-100 number grids that are truly fun to work on! |
| |
|
|
| |
| Number Sense Internet Resources |
|
 The Internet is a great resource for both lesson plans and background planning information. Here are a few websites to get you started on learning more about Number Sense. From an article from NCTM to a site packed with fun Number Sense games for your students, there's sure to be something useful for your classroom. |
| |
|
|
| |
| May Newsletter Theme: Cloze |
|
 Coming to your mailbox in early May, the next issue of Class Ideas will be packed with Cloze resources. Look forward to an article about the theory behind Cloze and why it is such an effective teaching tool, links to great Internet resources, and of course, downloadable activities and a subscriber-only special. |
| |
|
|
|
|
|
|
|
