Big Ideas K-3
Session 1
Marian Small
©Marian Small, 2010
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.
©Marian Small, 2010
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
©Marian Small, 2010
Big ideas are meant to…
• Help you as a teacher see what you are
really going for.
©Marian Small, 2010
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.
©Marian Small, 2010
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
©Marian Small, 2010
Big ideas are meant to…
• Help students build connections
©Marian Small, 2010
Big ideas are meant to…
• Help students build connections
• Help students see the forest for the trees
©Marian Small, 2010
The three sessions
• Session 1A focus on number
• Session 2A focus on pattern and data
• Session 3A focus on geometry and measurement
©Marian Small, 2010
The big ideas in number
• Early number and operation
©Marian Small, 2010
The big ideas in number
©Marian Small, 2010
So how do we bring these out?
• Let’s 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?
©Marian Small, 2010
©Marian Small, 2010
But….
• Does a number always tell how many?
• Give me an example when it doesn’t.
• Raise your hand.
©Marian Small, 2010
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 < 12
©Marian Small, 2010
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.
©Marian Small, 2010
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.
©Marian Small, 2010
©Marian Small, 2010
For example
• 5+2
4+3
X
X
X
X
Seven
X
X
VII
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X
Which ones….
• are most alike?
©Marian Small, 2010
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?
©Marian Small, 2010
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.
©Marian Small, 2010
Related…
• Why is this a not-so-good bar graph?
Vanilla
Chocolate
Respond on the board.
©Marian Small, 2010
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?
©Marian Small, 2010
©Marian Small, 2010
BIGWN 1
• Which of these would you find easier to
count? Why?
• Choose A for the first group and B for the
second.
©Marian Small, 2010
A
©Marian Small, 2010
B
©Marian Small, 2010
Related
• How does this big idea relate to using tally
marks?
• Raise your hand to talk.
©Marian Small, 2010
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…..
©Marian Small, 2010
Maybe…
• You can show a number with 12 base ten
blocks. What could it be?
93 84
12 21
75
30
66
57
48
39
Circle the numbers right on the board.
©Marian Small, 2010
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.
©Marian Small, 2010
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 couldn’t be?
©Marian Small, 2010
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.
©Marian Small, 2010
©Marian Small, 2010
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.
©Marian Small, 2010
100 - 28
©Marian Small, 2010
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?
©Marian Small, 2010
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?
©Marian Small, 2010
Suppose…
• I asked students for three different sums that
were close to, but not exactly, 90.
• What big idea might I be drawing out?
©Marian Small, 2010
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?
©Marian Small, 2010
Suppose…
• I asked : How could 2/3 be less than 1/2?
• What might they say?
• What big idea might I be drawing out?
©Marian Small, 2010
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.
• We’ll talk about the results next time.
©Marian Small, 2010
Download
• www.onetwoinfinity.ca
• BIK-3 Session 1
©Marian Small, 2010