Big Ideas K-3 Session 1

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Big Ideas K-3Session 1

• Marian Small

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Try this

• You are going to write a number the regular
  way, e.g. 34 or 2 or 619, etc.
• When you read the number, some of the words you
  say are hundred, three, fifty
• What could the number be?
• Record some possibilities in the chat box.

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Possible answers

• 350
• 351 (or 352 or. or 359)
• 153 (or 253 or 353 or or 953)

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What are big ideas anyway?

• Which of these do you think is a big idea?
• A Writing a number less than 100 in words
• B Place Value
• C Recognizing that different representations of
  a number give you different understandings about
  it
• D Recording the hundreds, tens, and ones digit
  of a number

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Big ideas are meant to

• Help you as a teacher see what you are really
  going for.

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Big ideas are meant to

• Help you as a teacher see what you are really
  going for.
• Provide you with a teaching framework- to see how
  outcomes are connected.

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Big ideas are meant to

• Help you as a teacher see what you are really
  going for.
• Provide you with a teaching framework- to see how
  outcomes are connected.
• Give purpose to the activities you do

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Big ideas are meant to

• Help students build connections

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Big ideas are meant to

• Help students build connections
• Help students see the forest for the trees

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The three sessions

• Session 1-
• A focus on number
• Session 2-
• A focus on pattern and data
• Session 3-
• A focus on geometry and measurement

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The big ideas in number

• Early number and operation

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The big ideas in number
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So how do we bring these out?

• Lets look at the first one.
• How do we make kids see this?
• Maybe which of these do you need to count to
  know how many? Why?

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But.

• Does a number always tell how many?
• Give me an example when it doesnt.
• Raise your hand.

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BIEN 2

• You are hopping on a number line and just saying
  the numbers you land on.
• You can start wherever you want.
• What numbers might you say right before 12 if you
  land on 12?
• Could it be
• A 11 or 10 B 11 or 10 or 9
• C 11 or 10 or 9 or 8 D anything lt 12

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BIEN 2

• You are hopping on a number line and just saying
  the numbers you land on.
• You can start wherever you want.
• What numbers might you say right before 12 if you
  land on 12? Raise your hand.

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BIEN 3

• You need to represent the number 7 in a lot of
  different ways. Be ready to draw your pictures on
  the white board.

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For example

• 5 2 4 3
• Seven VII

X X X X X
X X
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Which ones.

• are most alike?

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Which ones.

• are most alike?
• help you see that 7 is odd?

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Which ones.

• are most alike?
• help you see that 7 is odd?
• help you see that 7 is more than 5?

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BIEN 4

• How can you tell whether my name has more letters
  in it than yours if you could NOT count the
  letters?
• How could you tell if you could count? Raise your
  hand.

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Related

• Why is this a not-so-good bar graph?
• Vanilla
• Chocolate
• Respond on the board.

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BIEN 5

• How do you know FOR SURE that 13 is more than 9?
• What other numbers would be easy to compare the
  same way?

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BIGWN 1

• Which of these would you find easier to count?
  Why?
• Choose A for the first group and B for the second.

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A
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B
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Related

• How does this big idea relate to using tally
  marks?
• Raise your hand to talk.

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BIGWN 2

• Have you seen a question that brings this out?

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What else..

• What other question focuses on the patterns in
  the place value system?
• What about this..

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Maybe

• You can show a number with 12 base ten blocks.
  What could it be?
• 84 75 66 57 48 39
• 21 30
• Circle the numbers right on the board.

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BIGWN 3

• How could you represent 175 to show that
• It is 7 groups of 25?
• Raise hands.

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BIGWN 3

• How could you represent 175 to show that
• It is 25 short of 200?
• Raise hands.

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BIGWN 3

• How could you represent 175 to show that
• It is 17 tens and 5 more?
• Raise hands.

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BIGWN 4

• How does thinking of 138 and 173 in terms of 150
  help you decide which is greater?

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BIGWN 5

• A number is about 300.
• What might it be?
• A 295 B 278 C 328 D all of the above
• What do you think it couldnt be?

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Suppose

• I asked students how to solve 15 3 using
  multiplication, then addition, then subtraction.
• What big idea might I be drawing out?
• Raise hands.

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Suppose

• I asked students for three different ways to
  solve 100 28.
• What might they be?
• What big idea might I be drawing out?
• Be ready to draw on white board.

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100 - 28
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Did you know????

• One way to solve 100 28 is to solve 99 28 and
  then add 1.
• Why is it a good idea?
• Why does it work?

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Suppose

• I asked students for three situations to which 50
  28 applied, but they all had to sound really
  different.
• What might they be?
• Raise hands.
• What big idea might I be drawing out?

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Suppose

• I asked students for three different sums that
  were close to, but not exactly, 90.
• What big idea might I be drawing out?

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Suppose

• I asked students why this picture actually shows
  three fractions.
• What might they say? Raise hands.
• What big idea might I be drawing out?

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Suppose

• I asked How could 2/3 be less than 1/2?
• What might they say?
• What big idea might I be drawing out?

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Would you be willing to.

• Try out either one of the questions we discussed
  or, even better, your own question to bring out a
  big idea in number.
• Well talk about the results next time.

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Download

• www.onetwoinfinity.ca
• BIK-3 Session 1