Students try to "beat" the number machine at giving the correct number, which the machine will spit out for each card.
Power of ten trevor calkins plus#
Make a set of cards for plus 2 and another for minus 2.If you have number machines (see directions for making these in Patterns and Relations Outcome 2) Students should enter a number, answering the question, then press the = key to confirm their answers.Students who are not yet accomplished can use the calculator to give plus or minus 2 numbers by entering +2 = or 2 – 2 = and then entering numbers of their choice or from a deck of cards provided.Careful observation of the students while they complete this activity will give you an indication of which students are already proficient-those who do this very speedily and without using fingers or subvocalizing counting on or back.A whole class assessment can be done by giving the students a sheet with random numbers written on it in the centre and columns on either side to write the numbers 1 or 2 less and 1 or 2 more, respectively.Have the students learned what 1 and 2 more or less than each number is without counting on or back (Specific Outcome 8 from Grade 1)? The students' competency at recognizing spatial arrangements can be done individually with a minimal investment of time. This is done for a few configurations each day until the students learn to recognize the number in the configurations without counting (Van de Walle and Lovin 2006, p. Questioning follows about how many dots they saw and how they saw them.Students are asked to construct the pattern they viewed on their mats with counters.Show the student dot plate flash cards for one to three seconds.Specific Outcome 8 from Grade 1 mentions in the indicators representation on a ten frame of numbers, so it is likely that the majority of Grade 2 students have some experience with ten frames. Do they have instant recognition of the number of dots in configurations in other settings?.Do they also recognize immediately the complete number of dots on various dominoes?.
This game is just a fun way to practice counting by rote. Our Grade 1’s are expected to be able to count to 100, count back from 20, skip count by 2s to 20 and skip count by 5s and 10s to 100. If you click on the card image it will take you to his website, which I highly recommend. Our local math guru (Trevor Calkins) has developed a program of activities and games using these cards. I have a class set of 20 and here in Victoria most people call them Power of 10 cards. This game helps the kids become familiar with 10-frames ( visualizing numbers in relation to 10) and helps with subitizing, too. When the board is completely covered, the player with the most counters is the winner. Match the card with a number on the game board and cover it with a counter. Place the cards face down partners take turns turning over a card. It’s played with 10-frame cards.ĭirections: You need 2 or 3 sets of 10-frame cards and 2 different coloured counters (one colour for each player). The first game (with 5 very cute Halloween variations) is a match and cover game.
Power of ten trevor calkins how to#
I think I’ve finally figured out how to use power point and I have to agree with some of my blog friends - it’s the way to go! I’m starting a pumpkin unit today, so I took some time this weekend to make 2 different math games.
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