1. The Future of Primary Math:More Understanding/Less CountingPresented by Tracy Mittleider, MSEdKathleen Lawler, MBA, MMgtBased on the work of Joan A. Cotter, Ph.D.Tracy@RightStartMath.com&Kathleen@rightstartmath.com October 23, 2012 1000 100 10 1 30 7 307 Activities for Learning, Inc., 2012

2. IntroductionPresenter: Tracy Mittleider, MSEdEducational background:Bachelor of Science in Elementary EducationMinor in Early Childhood Development Master degree in Administration and Leadership Kindergarten through 12th grade Math Endorsement Work History Elementary title one math teacher Preschool teacher Math CoachSchool Specialist Activities for Learning, Inc., 2012 3. IntroductionPresentation based on the work of Dr. Joan A. Cotter Educational background: Home schooled in High School Engineer from University of Wisconsin Certified Montessori teacher Masters degree in curriculum and instruction Ph.D. in Curriculum Math Education Work History Middle-School Teacher Montessori Educator Tutor Author Math Games Developer of AL Abacus Developer of RightStart Mathematics Activities for Learning, Inc., 2012 4. IntroductionPresentation based on the work of Dr. Joan A. Cotter Educational background: Home schooled in High School Engineer from University of Wisconsin Certified Montessori teacher Masters degree in curriculum and instruction Ph.D. in Curriculum Math Education Work History Middle-School Teacher Montessori Educator Tutor Author Math Games Developer of AL Abacus Developer of RightStart Mathematics Activities for Learning, Inc., 2012 5. Verbal Counting Model Activities for Learning, Inc., 2012 6. Verbal Counting ModelFrom a childs perspective Because were so familiar with 1, 2, 3, well useletters. A=1 B=2 C=3 D=4 E = 5, and so forth Activities for Learning, Inc., 2012 7. Verbal Counting ModelFrom a childs perspectiveF +E Activities for Learning, Inc., 2012 8. Verbal Counting ModelFrom a childs perspectiveF +E A Activities for Learning, Inc., 2012 9. Verbal Counting ModelFrom a childs perspectiveF +E AB Activities for Learning, Inc., 2012 10. Verbal Counting ModelFrom a childs perspectiveF +E AB C Activities for Learning, Inc., 2012 11. Verbal Counting ModelFrom a childs perspective F+E AB C D E F Activities for Learning, Inc., 2012 12. Verbal Counting ModelFrom a childs perspective F+E AB C D E FA Activities for Learning, Inc., 2012 13. Verbal Counting ModelFrom a childs perspective F+E AB C D E FA B Activities for Learning, Inc., 2012 14. Verbal Counting ModelFrom a childs perspective F+E AB C D E FA B C D E Activities for Learning, Inc., 2012 15. Verbal Counting ModelFrom a childs perspective F+E AB C D E FA B C D E What is the sum?(It must be a letter.) Activities for Learning, Inc., 2012 16. Verbal Counting ModelFrom a childs perspective F+E K AB C D E FG H I J K Activities for Learning, Inc., 2012 17. Verbal Counting Model From a childs perspectiveNow memorize the facts!!G +D Activities for Learning, Inc., 2012 18. Verbal Counting Model From a childs perspectiveNow memorize the facts!!G +D Activities for Learning, Inc., 2012 19. Verbal Counting Model From a childs perspectiveNow memorize the facts!!G +D D+C Activities for Learning, Inc., 2012 20. Verbal Counting Model From a childs perspectiveNow memorize the facts!!G +D DC+C +G Activities for Learning, Inc., 2012 21. Verbal Counting Model From a childs perspectiveNow memorize the facts!!G +D DC+C +G Activities for Learning, Inc., 2012 22. Verbal Counting ModelFrom a childs perspectiveH ESubtract with your fingers by counting backward. Activities for Learning, Inc., 2012 23. Verbal Counting ModelFrom a childs perspective JFSubtract without using your fingers. Activities for Learning, Inc., 2012 24. Verbal Counting ModelFrom a childs perspective Try skip counting by Bs to T: B, D, . . . T. Activities for Learning, Inc., 2012 25. Verbal Counting ModelFrom a childs perspective Try skip counting by Bs to T: B, D, . . . T. What is DE? Activities for Learning, Inc., 2012 26. Verbal Counting ModelFrom a childs perspective L is written AB because it is A J and B As Activities for Learning, Inc., 2012 27. Verbal Counting ModelFrom a childs perspective L is written AB because it is A J and B As huh? Activities for Learning, Inc., 2012 28. Verbal Counting ModelFrom a childs perspective L (twelve) is written AB because it is A J and B As Activities for Learning, Inc., 2012 29. Verbal Counting ModelFrom a childs perspective L (twelve) is written AB (12) because it is A J and B As Activities for Learning, Inc., 2012 30. Verbal Counting ModelFrom a childs perspective L (twelve) is written AB (12) (one 10) because it is A J and B As Activities for Learning, Inc., 2012 31. Verbal Counting ModelFrom a childs perspective L (twelve) is written AB (12) (one 10) because it is A J and B As (two 1s). Activities for Learning, Inc., 2012 32. Calendar MathAugust1 2 3 4 5 6 78 9 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 Activities for Learning, Inc., 2012 33. Calendar MathCalendar Counting August12 3 4 5 6 789 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 Activities for Learning, Inc., 2012 34. Calendar MathCalendar Counting August12 3 4 5 6 789 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 Activities for Learning, Inc., 2012 35. Calendar MathCalendar Counting August12 3 4 5 6 789 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 Activities for Learning, Inc., 2012 36. Calendar MathCalendar Counting August12 3 4 5 6 789 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 Activities for Learning, Inc., 2012 37. Calendar Math Calendar CountingAugust 12 3 4 5 6 7 89 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31 This is ordinal counting, not cardinal counting. Activities for Learning, Inc., 2012 38. Calendar MathPartial CalendarAugust1 2 34 5 6 78 9 10 Activities for Learning, Inc., 2012 39. Calendar MathPartial CalendarAugust1 2 34 5 6 78 9 10Children need the whole month to plan ahead. Activities for Learning, Inc., 2012 40. Calendar MathCalendar Patterning August12 3 4 5 6789 10 11 12 13 1415 16 17 18 19 20 2122 23 24 25 26 27 2829 30 31Patterns are rarely based on 7s or proceed row by row. Patterns go on forever; they dont stop at 31. Activities for Learning, Inc., 2012 41. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 42. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 43. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 44. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 45. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 46. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 47. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 48. Research on CountingKaren Wynns research Activities for Learning, Inc., 2012 49. Memorizing Math Percentage Recall Rote Concept Activities for Learning, Inc., 2012 50. Memorizing Math Percentage RecallImmediately Rote Concept Activities for Learning, Inc., 2012 51. Memorizing Math Percentage RecallImmediately Rote 32 Concept69 Activities for Learning, Inc., 2012 52. Memorizing Math Percentage RecallImmediately After 1 day Rote 32 Concept69 Activities for Learning, Inc., 2012 53. Memorizing Math Percentage RecallImmediately After 1 day Rote 3223 Concept6969 Activities for Learning, Inc., 2012 54. Memorizing Math Percentage RecallImmediately After 1 day After 4 wks Rote 3223 Concept6969 Activities for Learning, Inc., 2012 55. Memorizing Math Percentage RecallImmediately After 1 day After 4 wks Rote 3223 8 Concept696958 Activities for Learning, Inc., 2012 56. Memorizing Math Percentage RecallImmediately After 1 day After 4 wks Rote 32238 Concept6969 58Math needs to be taught so 95% is understood and only 5% memorized. Richard Skemp major pioneer in Mathematics Education who first integrated the disciplinesof mathematics, education and psychology Activities for Learning, Inc., 2012 57. Visualizing Quantities Activities for Learning, Inc., 2012 58. Visualizing Quantities Think in pictures, because the brain remembers images better than it does anything else. Ben Pridmore, World Memory Champion, 2009 Activities for Learning, Inc., 2012 59. Visualizing Quantities The role of physical manipulatives was to help the child form those visual images and thus to eliminate the need for the physical manipulatives. Ginsberg and others Activities for Learning, Inc., 2012 60. Visualizing Quantities Japanese criteria formanipulatives Representative of structure of numbers. Easily manipulated by children. Imaginable mentally. Japanese Council of Mathematics Education Activities for Learning, Inc., 2012 61. Visualizing Quantities Visualizing also needed in: Reading Sports Creativity Geography Engineering Construction Activities for Learning, Inc., 2012 62. Visualizing Quantities Visualizing also needed in: Reading Architecture Sports Astronomy Creativity Archeology Geography Chemistry Engineering Physics Construction Surgery Activities for Learning, Inc., 2012 63. Visualizing Quantities Ready: How many? Activities for Learning, Inc., 2012 64. Visualizing Quantities Ready: How many? Activities for Learning, Inc., 2012 65. Visualizing QuantitiesTry again: How many? Activities for Learning, Inc., 2012 66. Visualizing QuantitiesTry again: How many? Activities for Learning, Inc., 2012 67. Visualizing QuantitiesEarly Roman numerals1 I2 II3 III4 IIII5 V8 VIII Activities for Learning, Inc., 2012 68. Visualizing Quantities :Who could read the music? Activities for Learning, Inc., 2012 69. AN ALTERNATIVE tolearning place value:Subitizing (groups of five)Math Way (of number naming)Place Value CardsTrading (with 4-digit numbers) Activities for Learning, Inc., 2012 70. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 71. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 72. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 73. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 74. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 75. Grouping in FivesUsing fingers Activities for Learning, Inc., 2012 76. Grouping in FivesYellow is the Sun Yellow is the sun. Six is five and one. Why is the sky so blue? Seven is five and two. Salty is the sea. Eight is five and three. Hear the thunder roar. Nine is five and four. Ducks will swim and dive. Ten is five and five. Joan A. Cotter Activities for Learning, Inc., 2012 77. Games Activities for Learning, Inc., 2012 78. GamesGames Math Activities for Learning, Inc., 2012 79. GamesGames= Math Activities for Learning, Inc., 2012 80. GamesGamesBooks= Math Reading Activities for Learning, Inc., 2012 81. GamesGamesBooks= Math Reading Games provide interesting repetition needed for automatic responses. Activities for Learning, Inc., 2012 82. GamesGamesBooks= Math Reading Games provide interesting repetition needed for automatic responses. More importantly, games provide an application for the new information! Activities for Learning, Inc., 2012 83. Finger Cards in Order Activities for Learning, Inc., 2012 84. Finger Cards in Order Activities for Learning, Inc., 2012 85. Finger Cards in Order Activities for Learning, Inc., 2012 86. Finger Cards in Order Activities for Learning, Inc., 2012 87. Grouping in Fives Recognizing 5 Activities for Learning, Inc., 2012 88. Grouping in Fives Recognizing 5 Activities for Learning, Inc., 2012 89. Grouping in Fives Recognizing 55 has a middle; 4 does not. Activities for Learning, Inc., 2012 90. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 91. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 92. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 93. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 94. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 95. Grouping in FivesTally sticks Activities for Learning, Inc., 2012 96. Tally Cards in Order Activities for Learning, Inc., 2012 97. Naming Quantities Numbe r 1 Chart 2 3 4 5 Activities for Learning, Inc., 2012 98. Naming Quantities Numbe r 1 Chart 2To help the3child learnthesymbols4 5 Activities for Learning, Inc., 2012 99. Naming Quantities Numbe r 16 Chart 27To help the38child learnthesymbols49 510 Activities for Learning, Inc., 2012 100. Matching Numbers to Fingers5 110 Activities for Learning, Inc., 2012 101. Matching Fingers to Numbers9 1 10 4 62 3 78 5 Activities for Learning, Inc., 2012 102. Grouping in Fives Entering quantities Activities for Learning, Inc., 2012 103. Grouping in Fives Entering quantities 3 Activities for Learning, Inc., 2012 104. Grouping in Fives Entering quantities5 Activities for Learning, Inc., 2012 105. Grouping in Fives Entering quantities7 Activities for Learning, Inc., 2012 106. Grouping in Fives Entering quantities10 Activities for Learning, Inc., 2012 107. Grouping in Fives The stairs Activities for Learning, Inc., 2012 108. Bead Cards in Order Activities for Learning, Inc., 2012 109. Finger Card Memory Activities for Learning, Inc., 2012 110. Memory with Different Sets Activities for Learning, Inc., 2012 111. Grouping in FivesAdding Activities for Learning, Inc., 2012 112. Grouping in FivesAdding 4+3= Activities for Learning, Inc., 2012 113. Grouping in FivesAdding 4+3= Activities for Learning, Inc., 2012 114. Grouping in FivesAdding 4+3= Activities for Learning, Inc., 2012 115. Grouping in FivesAdding 4+3= Activities for Learning, Inc., 2012 116. Grouping in FivesAdding 4+3= 7 Activities for Learning, Inc., 2012 117. Go to the Dump Activities for Learning, Inc., 2012 118. Go to the DumpObjective: To learn and master the factsthat total 10: Activities for Learning, Inc., 2012 119. Go to the DumpObjective: To learn and master the factsthat total 10:1+92+83+74+65+5 Activities for Learning, Inc., 2012 120. Go to the DumpObjective: To learn and master the factsthat total 10:1+92+83+74+65+5 Activities for Learning, Inc., 2012 121. Go to the DumpObjective: To learn and master the factsthat total 11: Activities for Learning, Inc., 2012 122. Go to the DumpObjective: To learn and master the factsthat total 11:1 + 102+93+84+75+6 Activities for Learning, Inc., 2012 123. Swim to Ten Game Activities for Learning, Inc., 2012 124. Swim to Ten GameObjective:To count purposefully and informally. Activities for Learning, Inc., 2012 125. Swim to Ten GameObjective:To count purposefully and informally. To learn the number sequence 1 to 10 with an emphasis on fives. Activities for Learning, Inc., 2012 126. Swim to Ten GameObjective:To count purposefully and informally. To learn the number sequence 1 to 10 with an emphasis on fives. To realize that the largest number is not always the best answer. Activities for Learning, Inc., 2012 127. Swim to Ten GameObjective:To count purposefully and informally. To learn the number sequence 1 to 10 with an emphasis on fives. To realize that the largest number is not always the best answer. To mentally visualize moves. Activities for Learning, Inc., 2012 128. Swim to Ten GameNeed:Basic number cards 1 to 5 Activities for Learning, Inc., 2012 129. Swim to Ten GameNeed:Basic number cards 1 to 5 Game board Activities for Learning, Inc., 2012 130. Swim to Ten Game Activities for Learning, Inc., 2012 131. Swim to Ten GameSetup: Activities for Learning, Inc., 2012 132. Swim to Ten GameSetup:Each player choosestwo lanes. Activities for Learning, Inc., 2012 133. Swim to Ten GameSetup:Each player choosestwo lanes.Objective of the Game: Activities for Learning, Inc., 2012 134. Swim to Ten GameSetup:Each player choosestwo lanes.Objective of the Game: To move both swimmers from the startingblocks to the last space in the lane. Activities for Learning, Inc., 2012 135. Swim to Ten GameSetup:Each player choosestwo lanes.Objective of the Game: To move both swimmers from the startingblocks to the last space in the lane. Swimmers must end exactly on the 10. Activities for Learning, Inc., 2012 136. Swim to Ten Game Activities for Learning, Inc., 2012 137. Swim to Ten Game Activities for Learning, Inc., 2012 138. Swim to Ten Game Activities for Learning, Inc., 2012 139. Swim to Ten Game2 Activities for Learning, Inc., 2012 140. Swim to Ten Game2 Activities for Learning, Inc., 2012 141. Swim to Ten Game2 Activities for Learning, Inc., 2012 142. Swim to Ten Game2 Activities for Learning, Inc., 2012 143. Swim to Ten Game2 3 Activities for Learning, Inc., 2012 144. Swim to Ten Game2 3 Activities for Learning, Inc., 2012 145. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 146. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 147. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 148. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 149. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 150. Swim to Ten Game21 3 Activities for Learning, Inc., 2012 151. Swim to Ten Game215 3 Activities for Learning, Inc., 2012 152. Swim to Ten Game215 3 Activities for Learning, Inc., 2012 153. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 154. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 155. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 156. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 157. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 158. Swim to Ten Game215 3 3 2 Activities for Learning, Inc., 2012 159. Swim to Ten Game2154 3 3 2 Activities for Learning, Inc., 2012 160. Swim to Ten Game2154 3 3 2 Activities for Learning, Inc., 2012 161. Swim to Ten Game2154 3 3 2 Activities for Learning, Inc., 2012 162. Swim to Ten Game2154 3 3 2 Activities for Learning, Inc., 2012 163. Swim to Ten GameInitially, allow thechildren to check outtheir moves byphysically movingtheir swimmers. Activities for Learning, Inc., 2012 164. Swim to Ten GameInitially, allow thechildren to check outtheir moves byphysically movingtheir swimmers.Work towards the rule that players must move the first swimmer touched. Activities for Learning, Inc., 2012 165. Math Way of Naming Numbers Activities for Learning, Inc., 2012 166. Math Way of Naming Numbers 11 = ten 1 Activities for Learning, Inc., 2012 167. Math Way of Naming Numbers 11 = ten 1 12 = ten 2 Activities for Learning, Inc., 2012 168. Math Way of Naming Numbers 11 = ten 1 12 = ten 2 13 = ten 3 Activities for Learning, Inc., 2012 169. Math Way of Naming Numbers 11 = ten 1 12 = ten 2 13 = ten 3 14 = ten 4 Activities for Learning, Inc., 2012 170. Math Way of Naming Numbers 11 = ten 1 12 = ten 2 13 = ten 3 14 = ten 4.... 19 = ten 9 Activities for Learning, Inc., 2012 171. Math Way of Naming Numbers 11 = ten 1 20 = 2-ten 12 = ten 2 13 = ten 3 14 = ten 4.... 19 = ten 9 Activities for Learning, Inc., 2012 172. Math Way of Naming Numbers 11 = ten 1 20 = 2-ten 12 = ten 2 21 = 2-ten 1 13 = ten 3 14 = ten 4.... 19 = ten 9 Activities for Learning, Inc., 2012 173. Math Way of Naming Numbers 11 = ten 1 20 = 2-ten 12 = ten 2 21 = 2-ten 1 13 = ten 3 22 = 2-ten 2 14 = ten 4.... 19 = ten 9 Activities for Learning, Inc., 2012 174. Math Way of Naming Numbers 11 = ten 1 20 = 2-ten 12 = ten 2 21 = 2-ten 1 13 = ten 3 22 = 2-ten 2 14 = ten 4 23 = 2-ten 3.... 19 = ten 9 Activities for Learning, Inc., 2012 175. Math Way of Naming Numbers 11 = ten 1 20 = 2-ten 12 = ten 2 21 = 2-ten 1 13 = ten 3 22 = 2-ten 2 14 = ten 4 23 = 2-ten 3.... .... 19 = ten 9....99 = 9-ten 9 Activities for Learning, Inc., 2012 176. Math Way of Naming Numbers137 = 1 hundred 3-ten 7 Activities for Learning, Inc., 2012 177. Math Way of Naming Numbers137 = 1 hundred 3-ten 7or137 = 1 hundred and 3-ten 7 Activities for Learning, Inc., 2012 178. Math Way of Naming Numbers Only 11 words are needed to count to 100the math way, 28 in English. (All Indo-European languages are non-standard innumber naming.) Activities for Learning, Inc., 2012 179. Math Way of Naming Numbers Only 11 words are needed to count to 100the math way, 28 in English. (All Indo-European languages are non-standard innumber naming.) Asian children learn mathematics usingthe math way of counting. Activities for Learning, Inc., 2012 180. Math Way of Naming Numbers Only 11 words are needed to count to 100the math way, 28 in English. (All Indo-European languages are non-standard innumber naming.) Asian children learn mathematics usingthe math way of counting. They understand place value in firstgrade; only half of U.S. children understandplace value at the end of fourth grade. Activities for Learning, Inc., 2012 181. Math Way of Naming Numbers Only 11 words are needed to count to 100the math way, 28 in English. (All Indo-European languages are non-standard innumber naming.) Asian children learn mathematics usingthe math way of counting. They understand place value in firstgrade; only half of U.S. children understandplace value at the end of fourth grade. Mathematics is the science of patterns.The patterned math way of counting greatlyhelps children learn number sense. Activities for Learning, Inc., 2012 182. Math Way of Naming NumbersCompared to reading: Activities for Learning, Inc., 2012 183. Math Way of Naming NumbersCompared to reading: Just as reciting the alphabet doesnt teachreading, counting doesnt teach arithmetic. Activities for Learning, Inc., 2012 184. Math Way of Naming NumbersCompared to reading: Just as reciting the alphabet doesnt teachreading, counting doesnt teach arithmetic. Just as we first teach the sound of the letters,we must first teach the name of the quantity(math way). Activities for Learning, Inc., 2012 185. Math Way of Naming Numbers Rather, the increased gap between Chinese and U.S. students and that of Chinese Americans and Caucasian Americans may be due primarily to the nature of their initial gap prior to formal schooling, such as counting efficiency and base-ten number sense. Jian Wang and Emily Lin, 2005 Researchers Activities for Learning, Inc., 2012 186. Math Way of Naming NumbersTraditional names4-ten = forty The ty means tens. Activities for Learning, Inc., 2012 187. Math Way of Naming NumbersTraditional names4-ten = forty The ty means tens. Activities for Learning, Inc., 2012 188. Math Way of Naming NumbersTraditional names6-ten = sixty The ty means tens. Activities for Learning, Inc., 2012 189. Math Way of Naming NumbersTraditional names3-ten = thirty Thir also used in 1/3, 13 and 30. Activities for Learning, Inc., 2012 190. Math Way of Naming NumbersTraditional names5-ten = fifty Fif also used in 1/5, 15 and 50. Activities for Learning, Inc., 2012 191. Math Way of Naming NumbersTraditional names2-ten = twenty Two used to be pronounced twoo. Activities for Learning, Inc., 2012 192. Math Way of Naming NumbersTraditional namesA word gamefireplace place-fire Activities for Learning, Inc., 2012 193. Math Way of Naming NumbersTraditional namesA word gamefireplace place-firenewspaper paper-news Activities for Learning, Inc., 2012 194. Math Way of Naming NumbersTraditional namesA word gamefireplace place-firenewspaper paper-newsbox-mailmailbox Activities for Learning, Inc., 2012 195. Math Way of Naming Numbers Traditional namesten 4 Teen also means ten. Activities for Learning, Inc., 2012 196. Math Way of Naming Numbers Traditional namesten 4teen 4 Teen also means ten. Activities for Learning, Inc., 2012 197. Math Way of Naming Numbers Traditional namesten 4teen 4fourteen Teen also means ten. Activities for Learning, Inc., 2012 198. Math Way of Naming Numbers Traditional namesa one left Activities for Learning, Inc., 2012 199. Math Way of Naming Numbers Traditional namesa one left a left-one Activities for Learning, Inc., 2012 200. Math Way of Naming Numbers Traditional namesa one left a left-one eleven Activities for Learning, Inc., 2012 201. Math Way of Naming NumbersTraditional namestwo left Two pronounce d twoo. Activities for Learning, Inc., 2012 202. Math Way of Naming NumbersTraditional namestwo lefttwelve Two pronounce d twoo. Activities for Learning, Inc., 2012 203. Rows and Columns Activities for Learning, Inc., 2012 204. Rows and ColumnsObjective: To give the players practice in adding up to fifteen. Activities for Learning, Inc., 2012 205. Rows and ColumnsObjective: To give the players practice in adding up to fifteen.Object of the Game: To collect the most cards in rows or columns that add up to fifteen. Activities for Learning, Inc., 2012 206. Rows and Columns 8 7 1 9 6 4 3 3 2 2 5 6 6 3 8 8 Activities for Learning, Inc., 2012 207. Rows and Columns 8 7 1 9 6 4 3 3 2 2 5 6 6 3 8 8 Activities for Learning, Inc., 2012 208. Rows and Columns 8 7 1 9 6 4 3 3 2 2 5 6 6 3 8 8 Activities for Learning, Inc., 2012 209. Rows and Columns 8 7 1 9 6 4 3 3 2 2 5 6 6 3 8 8 Activities for Learning, Inc., 2012 210. Rows and Columns 1 9 6 4 3 3 6 3 8 8 Activities for Learning, Inc., 2012 211. Rows and Columns 7 6 1 9 6 4 3 3 2 1 5 1 6 3 8 8 Activities for Learning, Inc., 2012 212. Rows and Columns 7 6 1 9 6 4 3 3 2 1 5 1 6 3 8 8 Activities for Learning, Inc., 2012 213. Rows and Columns 7 6 1 9 6 4 3 3 2 1 5 1 6 3 8 8 Activities for Learning, Inc., 2012 214. Rows and Columns 1 6 4 3 3 1 5 1 3 8 8 Activities for Learning, Inc., 2012 215. Rows and Columns 2 9 1 7 6 4 3 3 8 1 5 1 5 3 8 8 Activities for Learning, Inc., 2012 216. Corners 1 2 7 4 Activities for Learning, Inc., 2012 217. Corners 1 Purpose:2 7 4 To practice the facts that total 5, 10, 15,and 20. Activities for Learning, Inc., 2012 218. Corners 1 Purpose:2 7 4 To practice the facts that total 5, 10, 15,and 20. To practice mental math through scoring. Activities for Learning, Inc., 2012 219. Corners 1 2 7 Rules:4 Activities for Learning, Inc., 2012 220. Corners 1 2 7 Rules:4 To score, sum must equal 5, 10, 15 or 20. Activities for Learning, Inc., 2012 221. Corners 1 2 7 Rules: 4 To score, sum must equal 5, 10, 15 or 20. Play on the last card played, or play to any Corner (all sides must match as above). Activities for Learning, Inc., 2012 222. Corners 1 2 7 41 3 810 Activities for Learning, Inc., 2012 223. Corners101 832 7 14 Activities for Learning, Inc., 2012 224. Corners101 832 7 149 364 Activities for Learning, Inc., 2012 225. Corners101 832 7 149364 Activities for Learning, Inc., 2012 226. Corners101 832 7 1493647 842 Activities for Learning, Inc., 2012 227. Corners101 832 7 14294 836 74 Activities for Learning, Inc., 2012 228. Corners 10 1 8327 1 42 94 8 36 7 43 7101 Activities for Learning, Inc., 2012 229. Corners101 832 7 14294 836 74 3 7 10 1 Activities for Learning, Inc., 2012 230. Corners101 832 7 14294 8 336 7 7 1041 Activities for Learning, Inc., 2012 231. Corners 10 1 8327 1 42 1 7 94 810 36 7 3 4 Activities for Learning, Inc., 2012 232. Corners 10 1 8327 1 42 1 7 94 810 36 7 3 472 5 Activities for Learning, Inc., 20128 233. Corners Activities for Learning, Inc., 2012 234. Corners Players learn the facts that total 5, 10, 15, and 20. Activities for Learning, Inc., 2012 235. Corners Players learn the facts that total 5, 10, 15, and 20. Working in the 100s gives the players a better understanding of larger quantities. Activities for Learning, Inc., 2012 236. Corners Players learn the facts that total 5, 10, 15, and 20. Working in the 100s gives the players a better understanding of larger quantities. Twenty variations of the game areavailable. Activities for Learning, Inc., 2012 237. Corners Players learn the facts that total 5, 10, 15, and 20. Working in the 100s gives the players a better understanding of larger quantities. Twenty variations of the game areavailable. Each player benefits from doing accumulative scoring. Activities for Learning, Inc., 2012 238. Corners Scoring is done 10 mentally. 25 30 40 55 65 80 Activities for Learning, Inc., 2012 239. Mental Addition65 + 15 = Activities for Learning, Inc., 2012 240. Mental Addition65 + 15 =65 + 10 Activities for Learning, Inc., 2012 241. Mental Addition65 + 15 =65 + 10 + 5 = Activities for Learning, Inc., 2012 242. Composing Numbers 3-ten Activities for Learning, Inc., 2012 243. Composing Numbers 3-ten Activities for Learning, Inc., 2012 244. Composing Numbers 3-ten Activities for Learning, Inc., 2012 245. Composing Numbers 3-ten 30 Activities for Learning, Inc., 2012 246. Composing Numbers 3-ten 30 Activities for Learning, Inc., 2012 247. Composing Numbers 3-ten 30 Activities for Learning, Inc., 2012 248. Composing Numbers 3-ten 7 30 Activities for Learning, Inc., 2012 249. Composing Numbers 3-ten 7 30 Activities for Learning, Inc., 2012 250. Composing Numbers 3-ten 7 307 Activities for Learning, Inc., 2012 251. Composing Numbers 3-ten 7 307 Activities for Learning, Inc., 2012 252. Composing Numbers 3-ten 7 307 Notice the way we say the number, represent the number, and write the number all correspond. Activities for Learning, Inc., 2012 253. Composing Numbers 7-ten 70 Another example. Activities for Learning, Inc., 2012 254. Composing Numbers 7-ten 8 70 Activities for Learning, Inc., 2012 255. Composing Numbers 7-ten 8 70 Activities for Learning, Inc., 2012 256. Composing Numbers 7-ten 8 708 Activities for Learning, Inc., 2012 257. Composing Numbers 7-ten 8 788 Activities for Learning, Inc., 2012 258. Composing Numbers 10-ten Activities for Learning, Inc., 2012 259. Composing Numbers 10-ten 1 00 Activities for Learning, Inc., 2012 260. Composing Numbers 10-ten 100 Activities for Learning, Inc., 2012 261. Composing Numbers 10-ten 100 Activities for Learning, Inc., 2012 262. Composing Numbers 1 hundred Activities for Learning, Inc., 2012 263. Composing Numbers 1 hundred 100 Activities for Learning, Inc., 2012 264. Composing Numbers 1 hundred 100 Activities for Learning, Inc., 2012 265. Composing Numbers 1 hundred 100 Activities for Learning, Inc., 2012 266. Composing Numbers 1 hundred 100 Activities for Learning, Inc., 2012 267. Composing Numbers 2 hundred Activities for Learning, Inc., 2012 268. Composing Numbers 2 hundred Activities for Learning, Inc., 2012 269. Composing Numbers 2 hundred 200 Activities for Learning, Inc., 2012 270. Counting by 2s and 5s Activities for Learning, Inc., 2012 271. Counting by 2s and 5s Counting by 2s Activities for Learning, Inc., 2012 272. Counting by 2s and 5s Counting by 2s2 Activities for Learning, Inc., 2012 273. Counting by 2s and 5s Counting by 2s2 4 Activities for Learning, Inc., 2012 274. Counting by 2s and 5sCounting by 2s2 4 6 Activities for Learning, Inc., 2012 275. Counting by 2s and 5sCounting by 2s2 4 6 8 Activities for Learning, Inc., 2012 276. Counting by 2s and 5sCounting by 2s2 4 6 8 10 Activities for Learning, Inc., 2012 277. Counting by 2s and 5sCounting by 2s2 4 6 8 10 12 Activities for Learning, Inc., 2012 278. Counting by 2s and 5sCounting by 2s2 4 6 8 10 12 14 Activities for Learning, Inc., 2012 279. Counting by 2s and 5sCounting by 2s2 4 6 8 10 12 14 16 Activities for Learning, Inc., 2012 280. Counting by 2s and 5s Counting by 2s2 4 6 8 10 12 14 16 18 Activities for Learning, Inc., 2012 281. Counting by 2s and 5s Counting by 2s2 4 6 8 10 12 14 16 18 20 Activities for Learning, Inc., 2012 282. Counting by 2s and 5s Counting by 5s Activities for Learning, Inc., 2012 283. Counting by 2s and 5s Counting by 5s 5 Activities for Learning, Inc., 2012 284. Counting by 2s and 5s Counting by 5s 510 Activities for Learning, Inc., 2012 285. Counting by 2s and 5s Counting by 5s5 10 15 Activities for Learning, Inc., 2012 286. Counting by 2s and 5s Counting by 5s5 10 15 20 Activities for Learning, Inc., 2012 287. Counting by 2s and 5s Counting by 5s5 10 15 20 25 Activities for Learning, Inc., 2012 288. Counting by 2s and 5s Counting by 5s5 10 15 20 25 30 Activities for Learning, Inc., 2012 289. Evens and Odds Evens Activities for Learning, Inc., 2012 290. Evens and Odds Evens Use two fingers and touch each pair in succession. Activities for Learning, Inc., 2012 291. Evens and Odds Evens Use two fingers and touch each pair in succession. Activities for Learning, Inc., 2012 292. Evens and Odds Evens Use two fingers and touch each pair in succession. Activities for Learning, Inc., 2012 293. Evens and Odds Evens Use two fingers and touch each pair in succession.EVEN! Activities for Learning, Inc., 2012 294. Evens and Odds OddsUse two fingersand touch eachpair insuccession. Activities for Learning, Inc., 2012 295. Evens and Odds OddsUse two fingersand touch eachpair insuccession. Activities for Learning, Inc., 2012 296. Evens and Odds OddsUse two fingersand touch eachpair insuccession. Activities for Learning, Inc., 2012 297. Evens and Odds OddsUse two fingersand touch eachpair insuccession. Activities for Learning, Inc., 2012 298. Evens and Odds OddsUse two fingersand touch eachpair insuccession. ODD! Activities for Learning, Inc., 2012 299. Fact Strategies Activities for Learning, Inc., 2012 300. Fact StrategiesComplete the Ten9+5= Activities for Learning, Inc., 2012 301. Fact StrategiesComplete the Ten9+5= Activities for Learning, Inc., 2012 302. Fact StrategiesComplete the Ten9+5= Activities for Learning, Inc., 2012 303. Fact StrategiesComplete the Ten9+5= Take 1 from the 5 and give it to the 9. Activities for Learning, Inc., 2012 304. Fact StrategiesComplete the Ten9+5= Take 1 from the 5 and give it to the 9. Activities for Learning, Inc., 2012 305. Fact StrategiesComplete the Ten9+5= Take 1 from the 5 and give it to the 9. Activities for Learning, Inc., 2012 306. Fact StrategiesComplete the Ten9 + 5 = 14 Take 1 from the 5 and give it to the 9. Activities for Learning, Inc., 2012 307. Fact Strategies Two Fives8+6= Activities for Learning, Inc., 2012 308. Fact Strategies Two Fives8+6= Activities for Learning, Inc., 2012 309. Fact Strategies Two Fives8+6= Activities for Learning, Inc., 2012 310. Fact Strategies Two Fives8+6= Activities for Learning, Inc., 2012 311. Fact Strategies Two Fives8+6=10 + 4 = 14 Activities for Learning, Inc., 2012 312. Fact Strategies Going Down15 9 = Activities for Learning, Inc., 2012 313. Fact Strategies Going Down15 9 = Activities for Learning, Inc., 2012 314. Fact Strategies Going Down15 9 = Subtract 5; then 4. Activities for Learning, Inc., 2012 315. Fact Strategies Going Down15 9 = Subtract 5; then 4. Activities for Learning, Inc., 2012 316. Fact Strategies Going Down15 9 = Subtract 5; then 4. Activities for Learning, Inc., 2012 317. Fact Strategies Going Down15 9 = 6 Subtract 5; then 4. Activities for Learning, Inc., 2012 318. Fact Strategies Subtract from 1015 9 = Activities for Learning, Inc., 2012 319. Fact Strategies Subtract from 1015 9 = Subtract 9 from 10. Activities for Learning, Inc., 2012 320. Fact Strategies Subtract from 1015 9 = Subtract 9 from 10. Activities for Learning, Inc., 2012 321. Fact Strategies Subtract from 1015 9 = Subtract 9 from 10. Activities for Learning, Inc., 2012 322. Fact Strategies Subtract from 1015 9 = 6 Subtract 9 from 10. Activities for Learning, Inc., 2012 323. Fact StrategiesGoing Up15 9 = Activities for Learning, Inc., 2012 324. Fact StrategiesGoing Up15 9 = Start with 9; go up to 15. Activities for Learning, Inc., 2012 325. Fact StrategiesGoing Up15 9 = Start with 9; go up to 15. Activities for Learning, Inc., 2012 326. Fact StrategiesGoing Up15 9 = Start with 9; go up to 15. Activities for Learning, Inc., 2012 327. Fact StrategiesGoing Up15 9 = Start with 9; go up to 15. Activities for Learning, Inc., 2012 328. Fact StrategiesGoing Up15 9 =1+5=6 Start with 9; go up to 15. Activities for Learning, Inc., 2012 329. Fact StrategiesMultiplication64=(6 taken 4 times) Activities for Learning, Inc., 2012 330. Fact StrategiesMultiplication64=(6 taken 4 times) Activities for Learning, Inc., 2012 331. Addition WarObjective: To give the players practice in adding two numbers. Activities for Learning, Inc., 2012 332. Addition WarObjective: To give the players practice in adding two numbers.Objective of the Game: To collect all the cards from the other player. Activities for Learning, Inc., 2012 333. 16 Cents Activities for Learning, Inc., 2012 334. 16 CentsObjective: To practice finding the correct coins to form 16 cents. Activities for Learning, Inc., 2012 335. 16 CentsObjective: To practice finding the correct coins to form 16 cents.Objective of the Game: To collect the most cards. Activities for Learning, Inc., 2012 336. 16 Cents Activities for Learning, Inc., 2012 337. 16 Cents Activities for Learning, Inc., 2012 338. 16 Cents Activities for Learning, Inc., 2012 339. 16 Cents Activities for Learning, Inc., 2012 340. 16 Cents Activities for Learning, Inc., 2012 341. 16 Cents Activities for Learning, Inc., 2012 342. 16 Cents Activities for Learning, Inc., 2012 343. 16 Cents Activities for Learning, Inc., 2012 344. 16 Cents Activities for Learning, Inc., 2012 345. 16 Cents Activities for Learning, Inc., 2012 346. 16 Cents Activities for Learning, Inc., 2012 347. 16 Cents Activities for Learning, Inc., 2012 348. 16 Cents Activities for Learning, Inc., 2012 349. 16 Cents Activities for Learning, Inc., 2012 350. 16 Cents Activities for Learning, Inc., 2012 351. Math Balance 10 9 8 7 6 5 4 3 2 11 2 3 4 5 6 7 8 9 10 Activities for Learning, Inc., 2012 352. Race to the Amount Activities for Learning, Inc., 2012 353. Race to the AmountObjective: To practice making an amount quickly using as few coins as possible. Activities for Learning, Inc., 2012 354. Race to the AmountObjective: To practice making an amount quickly using as few coins as possible.Objective of the Game: To have the most points. One point is awarded to the first player to make the amount correctly. Activities for Learning, Inc., 2012 355. Race to the Amount 46 Activities for Learning, Inc., 2012 356. Race to the Amount 46 Activities for Learning, Inc., 2012 357. Race to the Amount 46 Activities for Learning, Inc., 2012 358. Race to the Amount 46 Activities for Learning, Inc., 2012 359. Race to the Amount 46 Activities for Learning, Inc., 2012 360. Race to the Amount Activities for Learning, Inc., 2012 361. Race to the Amount 81 Activities for Learning, Inc., 2012 362. Race to the Amount 81 Activities for Learning, Inc., 2012 363. Race to the Amount 81 Activities for Learning, Inc., 2012 364. Race to the Amount 81 Activities for Learning, Inc., 2012 365. Race to the Amount 81 Activities for Learning, Inc., 2012 366. Race to the Amount 81 Activities for Learning, Inc., 2012 367. Place Value Two aspects Activities for Learning, Inc., 2012 368. Place Value Two aspects Static Activities for Learning, Inc., 2012 369. Place Value Two aspects Static Value of a digit is determined by position Activities for Learning, Inc., 2012 370. Place Value Two aspects Static Value of a digit is determined by position. No position may have more than nine. Activities for Learning, Inc., 2012 371. Place Value Two aspects Static Value of a digit is determined by position. No position may have more than nine. As you progress to the left, value at eachposition is ten times greater than previousposition. Activities for Learning, Inc., 2012 372. Place Value Two aspects Static Value of a digit is determined by position. No position may have more than nine. As you progress to the left, value at eachposition is ten times greater than previousposition. Place value cards show this aspect. Activities for Learning, Inc., 2012 373. Place Value Two aspects Static Value of a digit is determined by position. No position may have more than nine. As you progress to the left, value at eachposition is ten times greater than previousposition. Place value cards show this aspect. Dynamic Activities for Learning, Inc., 2012 374. Place Value Two aspects Static Value of a digit is determined by position. No position may have more than nine. As you progress to the left, value at eachposition is ten times greater than previousposition. Place value cards show this aspect. Dynamic Ten ones = 1 ten; ten tens = 1 hundred; tenhundreds = 1 thousand, . Activities for Learning, Inc., 2012 375. Trading1000 100 10 1 Activities for Learning, Inc., 2012 376. Trading Thousands1000 100 10 1 Activities for Learning, Inc., 2012 377. TradingHundreds1000 100 10 1 Activities for Learning, Inc., 2012 378. TradingTens1000 100 101 Activities for Learning, Inc., 2012 379. TradingOnes1000 100 101 Activities for Learning, Inc., 2012 380. TradingAdding1000 100 1018 +6 Activities for Learning, Inc., 2012 381. TradingAdding1000 100 1018 +6 Activities for Learning, Inc., 2012 382. TradingAdding1000 100 1018 +6 Activities for Learning, Inc., 2012 383. TradingAdding1000 100 1018 +6 Activities for Learning, Inc., 2012 384. TradingAdding1000 100 1018 +6 14 Activities for Learning, Inc., 2012 385. TradingAdding1000 100 101 8+614 Too many ones; trade 10 ones for 1 ten. Activities for Learning, Inc., 2012 386. TradingAdding1000 100 101 8+614 Too many ones; trade 10 ones for 1 ten. Activities for Learning, Inc., 2012 387. TradingAdding1000 100 101 8+614 Too many ones; trade 10 ones for 1 ten. Activities for Learning, Inc., 2012 388. TradingAdding1000 100 101 8+614 Same answer before and after trading. Activities for Learning, Inc., 2012 389. Trading Bead Trading Activity1000100 10 1 Activities for Learning, Inc., 2012 390. Trading Bead Trading Activity1000100 10 1 Object: To get a high score by adding numbers on the green cards. Activities for Learning, Inc., 2012 391. TradingBead Trading1000 100 10 Activity1 7 Object: To get a high score by adding numbers on the green cards. Activities for Learning, Inc., 2012 392. Trading Bead Trading Activity1000100 10 17 Object: To get a high score by adding numbers on the green cards. Activities for Learning, Inc., 2012 393. Trading Bead Trading Activity1000100 10 16 Activities for Learning, Inc., 2012 394. TradingBead Trading1000 100 10 Activity1 6 Activities for Learning, Inc., 2012 395. Trading Bead Trading Activity1000100 10 16 Activities for Learning, Inc., 2012 396. Trading Bead Trading Activity1000100 10 16 Trade 10 ones for 1 ten. Activities for Learning, Inc., 2012 397. TradingBead Trading1000 100 10 Activity1 6 Activities for Learning, Inc., 2012 398. Trading Bead Trading Activity1000100 10 16 Activities for Learning, Inc., 2012 399. Trading Bead Trading Activity1000100 10 19 Activities for Learning, Inc., 2012 400. Trading Bead Trading Activity1000100 10 19 Activities for Learning, Inc., 2012 401. Trading Bead Trading Activity1000100 10 19 Another trade. Activities for Learning, Inc., 2012 402. Trading Bead Trading Activity1000100 10 19 Another trade. Activities for Learning, Inc., 2012 403. Trading Bead Trading Activity1000100 10 13 Activities for Learning, Inc., 2012 404. Trading Bead Trading Activity1000100 10 13 Activities for Learning, Inc., 2012 405. Research Highlights Activities for Learning, Inc., 2012 406. Research Highlights Research task:Using 10s and 1s, askthe child to construct48. Activities for Learning, Inc., 2012 407. Research Highlights Research task:Using 10s and 1s, askthe child to construct48. Activities for Learning, Inc., 2012 408. Research Highlights Research task:Using 10s and 1s, askthe child to construct48. Activities for Learning, Inc., 2012 409. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Activities for Learning, Inc., 2012 410. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 411. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 412. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 413. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 414. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 415. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 416. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 417. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children thinking of 14 as 14 ones counted 14. Activities for Learning, Inc., 2012 418. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children who understand tens remove a ten and 4 ones. Activities for Learning, Inc., 2012 419. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children who understand tens remove a ten and 4 ones. Activities for Learning, Inc., 2012 420. Research Highlights Research task:Using 10s and 1s, askthe child to construct48.Then ask the child tosubtract 14. Children who understand tens remove a ten and 4 ones. Activities for Learning, Inc., 2012 421. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33% Activities for Learning, Inc., 2012 422. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33%Teens10 + 3 94%47% Activities for Learning, Inc., 2012 423. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33%Teens10 + 3 94%47% 6 + 10 88%33% Activities for Learning, Inc., 2012 424. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33%Teens10 + 3 94%47% 6 + 10 88%33% Circle Tens 78 75%67% Place Activities for Learning, Inc., 2012 425. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33%Teens10 + 3 94%47% 6 + 10 88%33% Circle Tens 78 75%67% Place 3924 44% 7% Activities for Learning, Inc., 2012 426. Research HighlightsTASK EXPER CTRL14 as 10 & 4 48 1481%33%Teens10 + 3 94%47% 6 + 10 88%33% Circle Tens 78 75%67% Place 3924 44% 7% Mental85 70 31%0% Computation Activities for Learning, Inc., 2012 427. Research HighlightsTASK EXPER CTRL14 as 10 & 448 1481% 33%Teens 10 + 3 94% 47%6 + 10 88% 33% Circle Tens78 75% 67% Place3924 44%7% Mental 85 70 31% 0% Computation 2nd Graders in US (Reys): 9% Activities for Learning, Inc., 2012 428. Research HighlightsTASK EXPER CTRL14 as 10 & 448 1481% 33%Teens 10 + 3 94% 47%6 + 10 88% 33% Circle Tens78 75% 67% Place3924 44%7% Mental 85 70 31% 0% Computation 2nd Graders in US (Reys): 9% 38 + 24 = 512 or0%40% 57 + 35 = 812 Activities for Learning, Inc., 2012 429. Framing the Future of MathematicsPlace value, not counting, is the key tounder-standing numbers.Place value is best taught by:Subitizing (with groups of fives), Initially using Math Way of numbernaming, Incorporating Place Value Cards, and Patterning. Activities for Learning, Inc., 2012 430. The Future of Primary Math:More Understanding/Less CountingPresented by Tracy Mittleider, MSEdBased on the work of Joan A. Cotter, Ph.D. Tracy@RightStartMath.comOctober 23, 20121000 100 10 1 30 7 307 Activities for Learning, Inc., 2012