October 10-13

 October 10-13

The last 2 weeks in math have found us exploring and learning about representing numbers.  We have looked at a variety of materials and ways to do this.  At the end of this week, we started to explore ‘teen’ numbers and build our understanding of these numbers.  Below you will find a summary of the key ideas your child has been learning in mathematics from the past 2 weeks. You can use this summary as background as you support your child’s work. Some suggestions for simple activities you can do with your child are also included.

Learning Intentions:

I can represent quantities using words, numerals, objects or pictures.  

I can begin to visualize quantities between 10 and 20 as groups or 10 and another quantity (ex. 13 is 10 and 3 more) 

Representing Numbers With Materials

Numbers can be shown in many ways. Each way usually shows something about the number.

These linking cubes show that 7 is made up of 5 and 2. The counters on this 10-frame show that 6 is 1 more than 5. The representation also helps someone see 6 instantly. These counters show that 8 is made up of 2 sets of 4. These fingers show that 5 is 4 and 1.

•	10-frames are usually filled from the top row left to right and then the bottom row left to right.
•	All five fingers on one hand are usually used before the fingers on the other hand are used.

There are always many ways to show a number, though. For example, all three of these representations show 7.

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Representing Numbers With Words and Numerals

Numbers can be shown using numerals or words.

1	one		6	six
2	two		7	seven
3	three		8	eight
4	four		9	nine
5	five		10	ten

Sometimes the numbers represent amounts but not always. For example, a 5 on a sports jersey does not represent a quantity.

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Representing Numbers With Tally Marks

Numbers can be shown using tally marks.Tally marks can show some things about a number.

9 is 5 and 4 more.

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Relating Numbers to 5 and 10

Numbers can be related to 5 or to 10. Relating a number to 5 or to 10 also shows things about the number.

4 is 1 less than 5. 8 is 3 more than 5. 8 is also 2 less than 10.

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Helping Your Child

Have your child count things at home where the total number is 10 or fewer. Include things with fewer than 5 items and things with close to 10 items.

Observe and support your child to make sure every object is counted once and only once.

Once your child says the total number, ask him or her to show it with counters or with tally marks. Counters can be any small, similar objects, such as buttons, pebbles, or toothpicks.

Ask your child about the number:

-	Is it more than 5 or less than 5?
-	Is it more than 10 or less than 10?
-	Is it a lot more (or less) or just a little bit more (or less)? Notes Students are asked to represent numbers in this lesson. “Represent” might be a new word for students, but it is important for them to become familiar with it. It will recur throughout their study of mathematics. To represent a number is to show it in a different way, such as with pictures, models, words, or actions. Representing a number in a different way can help students notice and show key features of that number, for example, how close it is to 10 or whether it is more or less than another number. Saying the Numbers Between 10 and 20 The names of numbers between 10 and 20 follow an unusual pattern. Rather than saying ten-one, ten-two, ten-three, and so on, we say eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, and nineteen. Students can think of thirteen as “three-teen” and fourteen as “four-teen” to help make the connection between 13 and 14 and what we say. Eleven and twelve are special cases; their names do not follow any predictable pattern. Representing Numbers Between 10 and 20 Every number between 10 and 20 can be represented using one group of 10 and another group of 10 or less. • Students can use counters and 10-frames to represent the numbers 10 to 20: • Students can also use number racks to represent the numbers 10 to 20. Beads are moved to the left to represent a number: The beads on this number rack represent 13. • Any number can be represented by a word, a numeral, a picture, or model. Helping Your Child You can use everyday objects, such as rocks, sticks, or spoons, to help your child connect the words for teen numbers to the quantities they represent. Provide opportunities for children to count at home in situations where there are more than 10 items but not more than 20 items. Children do not need to learn how to write the words for these numbers. Notes Many students write numerals for teen numbers incorrectly because of the way the numbers are said. For example, they might write seventeen as 71 since they hear the 7 first. It takes time and continued attention to ensure students get this concept straight.