Ep 13: Quick Images: Number Sense Routines Series

1
00:00:00,000 --> 00:00:02,560
Today's number sensor teen is quick images.

2
00:00:02,560 --> 00:00:05,300
Another tried and true number sense routine

3
00:00:05,300 --> 00:00:06,460
my students really enjoy.

4
00:00:06,460 --> 00:00:08,880
And four ways you can take it up a notch,

5
00:00:08,880 --> 00:00:11,480
make it an extension and bring it to the next level.

6
00:00:11,480 --> 00:00:16,480
Hello and welcome to Making Number Sense Makes Sense.

7
00:00:21,920 --> 00:00:24,040
A podcast for elementary teachers,

8
00:00:24,040 --> 00:00:26,180
specifically early elementary teachers,

9
00:00:26,180 --> 00:00:27,980
looking to really make an impact

10
00:00:27,980 --> 00:00:30,120
in the number sense of their students.

11
00:00:31,760 --> 00:00:35,480
Developing Number Sense is really a long-haul effort.

12
00:00:35,480 --> 00:00:38,560
It's something that kind of compounds over time

13
00:00:38,560 --> 00:00:41,080
instead of just something you do once and be done with.

14
00:00:41,080 --> 00:00:43,840
And part of that is including lots of different

15
00:00:43,840 --> 00:00:46,200
number sense routines that your kids can learn,

16
00:00:46,200 --> 00:00:48,760
get really good at before moving on to the next one.

17
00:00:48,760 --> 00:00:50,880
So last week I talked about which one doesn't belong,

18
00:00:50,880 --> 00:00:53,040
a great way to get your kids thinking.

19
00:00:53,040 --> 00:00:54,440
This one, quick images,

20
00:00:54,440 --> 00:00:58,160
it was a little bit more strictly mathy I guess,

21
00:00:58,160 --> 00:01:01,200
but still something really quick, easy and fun.

22
00:01:01,200 --> 00:01:04,000
This should never be something that takes forever.

23
00:01:04,000 --> 00:01:06,640
It really should be a quick routine

24
00:01:06,640 --> 00:01:08,960
that you can add in a little bit day by day

25
00:01:08,960 --> 00:01:11,200
to grow their confidence, get your kids thinking,

26
00:01:11,200 --> 00:01:12,720
get your kids talking,

27
00:01:12,720 --> 00:01:15,960
and becoming really flexible math thinkers.

28
00:01:15,960 --> 00:01:18,360
Quick images is basically what it sounds like.

29
00:01:18,360 --> 00:01:20,480
You show your students an image quickly

30
00:01:20,480 --> 00:01:21,840
and then they have to figure out

31
00:01:21,840 --> 00:01:25,440
how many were on the image that you showed.

32
00:01:25,440 --> 00:01:27,920
Now this image could really be anything,

33
00:01:27,920 --> 00:01:31,560
any numbers of, or combinations of numbers,

34
00:01:31,560 --> 00:01:34,800
organized randomly or in familiar patterns.

35
00:01:34,800 --> 00:01:38,460
So like randomly like five dots all over the place

36
00:01:38,460 --> 00:01:40,920
or a familiar pattern like on a dice face.

37
00:01:40,920 --> 00:01:44,160
So it can be dice, it can be dots,

38
00:01:44,160 --> 00:01:48,320
it can be finger patterns, five frames, 10 frames,

39
00:01:48,320 --> 00:01:52,400
wreck and wreck, anything like that that has kind of,

40
00:01:52,400 --> 00:01:55,480
the potential for regular or irregular combinations

41
00:01:55,480 --> 00:01:59,440
you can show and then the kids have to figure out how many.

42
00:01:59,440 --> 00:02:01,480
Now, when I say quick, I mean quick,

43
00:02:01,480 --> 00:02:04,280
like three to five seconds you're showing them tops

44
00:02:04,280 --> 00:02:06,640
and then that way they don't necessarily have the chance

45
00:02:06,640 --> 00:02:09,120
to count one by one by one,

46
00:02:09,120 --> 00:02:11,120
they're really gonna have to subitize

47
00:02:11,120 --> 00:02:13,440
or figure out how many there are quickly.

48
00:02:13,440 --> 00:02:17,040
So they might see a dice face that has five

49
00:02:17,040 --> 00:02:18,400
and just already know that it's five

50
00:02:18,400 --> 00:02:20,200
because they're used to the dice face

51
00:02:20,200 --> 00:02:22,720
or it's almost like they're taking a picture in their head

52
00:02:22,720 --> 00:02:24,240
and if they do have to count it,

53
00:02:24,240 --> 00:02:26,760
they're thinking about the image that they have in their head

54
00:02:26,760 --> 00:02:28,080
and then counting it that way.

55
00:02:28,080 --> 00:02:32,000
So it's really moving from like one to one correspondence

56
00:02:32,000 --> 00:02:36,280
in a like tactile way and making it be more abstract.

57
00:02:36,280 --> 00:02:39,320
So from a concrete moving towards more abstract thinking

58
00:02:39,320 --> 00:02:40,580
about numbers.

59
00:02:42,160 --> 00:02:45,200
Now, for quick images, you would say to your students,

60
00:02:45,200 --> 00:02:46,440
so hit an image, you're gonna say,

61
00:02:46,440 --> 00:02:48,640
okay, I'm gonna show you something for a few seconds

62
00:02:48,640 --> 00:02:49,720
and then I'm gonna hide it.

63
00:02:49,720 --> 00:02:51,320
So you have to make sure that you're looking

64
00:02:51,320 --> 00:02:53,840
so that you'll be able to see what the image is

65
00:02:53,840 --> 00:02:56,880
and then I'm gonna, and after I hide it,

66
00:02:56,880 --> 00:02:59,560
you're gonna have to figure out how many are there.

67
00:02:59,560 --> 00:03:02,280
And again, if you heard last week's episode talking about,

68
00:03:02,280 --> 00:03:04,440
you can have them do thumbs up when they're ready

69
00:03:04,440 --> 00:03:05,600
instead of just raising their hand

70
00:03:05,600 --> 00:03:07,720
so that more kids are encouraged to participate,

71
00:03:07,720 --> 00:03:11,360
getting enough think time before having to respond.

72
00:03:11,360 --> 00:03:14,320
So in that way, you would show them, hide it

73
00:03:14,320 --> 00:03:15,680
and then they'd have to figure out how many

74
00:03:15,680 --> 00:03:17,480
and then at that point, you can have them share

75
00:03:17,480 --> 00:03:19,840
with a partner how many they thought they saw

76
00:03:19,840 --> 00:03:22,960
or how many the partner saw and then share out.

77
00:03:22,960 --> 00:03:26,200
So more traditional number talk style.

78
00:03:26,200 --> 00:03:28,560
So if they did see five, they might say,

79
00:03:28,560 --> 00:03:32,280
oh, I knew it was five because I saw it looks like a dice

80
00:03:32,280 --> 00:03:34,160
and that's how I know that there are five.

81
00:03:34,160 --> 00:03:36,280
Or they might say, I saw two on the top,

82
00:03:36,280 --> 00:03:37,640
two on the bottom and one in the middle

83
00:03:37,640 --> 00:03:40,680
and then when I counted them all together, it made five.

84
00:03:40,680 --> 00:03:43,880
So really kind of encouraging them to think

85
00:03:43,880 --> 00:03:47,840
about things differently and again, if they did see just five,

86
00:03:47,840 --> 00:03:49,120
they know what the dice face,

87
00:03:49,120 --> 00:03:51,320
think about what else it might look like

88
00:03:51,320 --> 00:03:54,880
while the students who are more quick with their thinking

89
00:03:54,880 --> 00:03:56,880
give the other students time to think.

90
00:03:56,880 --> 00:03:59,560
A big, big thing to remind your students of

91
00:03:59,560 --> 00:04:01,560
is that mistakes are great.

92
00:04:01,560 --> 00:04:05,440
Mistakes are okay because they help your brain to grow.

93
00:04:05,440 --> 00:04:07,400
They help your brain make connections.

94
00:04:07,400 --> 00:04:09,080
So don't be afraid of mistakes

95
00:04:09,080 --> 00:04:10,800
and that can be something that's kind of hard

96
00:04:10,800 --> 00:04:12,880
for kids to really figure out, hard to swallow

97
00:04:12,880 --> 00:04:17,000
but just reinforcing that takes the stigma away from mistakes

98
00:04:17,000 --> 00:04:19,840
and gives the confidence to be more risk takers

99
00:04:19,840 --> 00:04:21,720
in their knowledge and in their thinking

100
00:04:21,720 --> 00:04:24,680
which can come in really handy when you're moving towards

101
00:04:24,680 --> 00:04:26,680
like problem solving and that kind of thing.

102
00:04:26,680 --> 00:04:29,560
Be okay with not knowing all the answers

103
00:04:29,560 --> 00:04:32,800
but knowing that you can figure out the answers.

104
00:04:32,800 --> 00:04:35,120
So again, first way, number, toxile.

105
00:04:35,120 --> 00:04:37,600
Second way is you can actually have them recreate

106
00:04:37,600 --> 00:04:39,200
the image that you're making.

107
00:04:39,200 --> 00:04:41,080
So if you're using a 10 frame,

108
00:04:41,080 --> 00:04:43,800
you could give all of your students 10 frames and counters

109
00:04:43,800 --> 00:04:45,520
and so when they see it, they're like,

110
00:04:45,520 --> 00:04:48,000
oh, I'm gonna recreate what I saw.

111
00:04:48,000 --> 00:04:50,560
So again, they're gonna have to take kind of take

112
00:04:50,560 --> 00:04:52,760
a mental picture of the image that you showed

113
00:04:52,760 --> 00:04:56,000
and then recreate it on their 10 frame or five frame

114
00:04:56,000 --> 00:04:58,400
or whatever you're using so that they can bring it

115
00:04:58,400 --> 00:05:00,600
from the abstract to the concrete.

116
00:05:00,600 --> 00:05:03,440
So working both forwards and backwards.

117
00:05:03,440 --> 00:05:06,400
Another thing you can do is you can have your students

118
00:05:06,400 --> 00:05:09,000
make quick images for other students.

119
00:05:09,000 --> 00:05:11,560
So the one way I like to do this a lot is put it

120
00:05:11,560 --> 00:05:13,480
in like a math center or a math station

121
00:05:13,480 --> 00:05:16,280
and then have all your students have your 10 frames

122
00:05:16,280 --> 00:05:18,560
and then have one student make their arrangement

123
00:05:18,560 --> 00:05:20,560
on their five frame or on their 10 frame kind of hidden

124
00:05:20,560 --> 00:05:22,600
like in a folder, like a little office.

125
00:05:22,600 --> 00:05:25,000
So they do it and then they hold it up for their friends

126
00:05:25,000 --> 00:05:26,920
to see for like five seconds and they have to count

127
00:05:26,920 --> 00:05:29,080
like one, two, three, four, five or even count in their head

128
00:05:29,080 --> 00:05:31,840
and then hide it again and then the other kids

129
00:05:31,840 --> 00:05:35,560
have to remake the quick image or the 10 frame

130
00:05:35,560 --> 00:05:38,080
that the first student made and then the next student

131
00:05:38,080 --> 00:05:39,600
gets a turn, the next student gets a turn.

132
00:05:39,600 --> 00:05:43,120
So they're working on doing quick images with each other,

133
00:05:43,120 --> 00:05:44,840
not just you with the class.

134
00:05:44,840 --> 00:05:46,640
Another way that you can do quick images

135
00:05:46,640 --> 00:05:49,280
is kind of be an exit ticket or a quick check.

136
00:05:49,280 --> 00:05:51,200
So instead of having them just build it,

137
00:05:51,200 --> 00:05:53,800
you can have them actually draw it in 10 frames

138
00:05:53,800 --> 00:05:56,160
and I will have a link below to a recording sheet

139
00:05:56,160 --> 00:05:58,240
that you might want to use that you can get

140
00:05:58,240 --> 00:06:01,920
if you want to use quick images as an exit ticket

141
00:06:01,920 --> 00:06:02,760
or quick check.

142
00:06:02,760 --> 00:06:04,440
I'll also have some other resources linked

143
00:06:04,440 --> 00:06:06,440
for quick images that are already created

144
00:06:06,440 --> 00:06:08,600
if that's something that you are interested in.

145
00:06:08,600 --> 00:06:09,480
If you made it to the end,

146
00:06:09,480 --> 00:06:11,120
I hope that you found this helpful.

147
00:06:11,120 --> 00:06:12,840
Please take the time to leave a review

148
00:06:12,840 --> 00:06:14,520
or send or reach out to me on Instagram

149
00:06:14,520 --> 00:06:16,240
and let me know how you're liking the series

150
00:06:16,240 --> 00:06:40,240
and if there's something else you want me to talk about.