1

Making Math Concrete

Number Sense
By Tracey Nott
Number sense is a key concept
for students in grades K-2.
In the Learning Center, we are
helping students with number sense,
which involves helping students
understand the numbers of things in a
collection. For instance, the numeral
4 represents four objects, which is
greater than 3 and less than 5.
The language of math is given
direct and systematic instruction.
This language includes ideas of
greater than, less than and equal. It
also includes vocabulary concepts for
math operations such as words that
mean the same as add include: sum,
more, join, in all, plus, total, together.
At home let children explore
number concepts by counting the
legs of a chair to find the number
four or by subtracting pencils from a
box. Incorporate the language of
math into your daily routines, such
as, We are going to need two eggs.
How many will we have left?
Encourage your children to help you
sort items such as utensils, food,
clothing. Encourage your child to
compare the household things such
as the sizes of shoes of family
members.
The progression from
understanding concrete materials,
pictorial representations, and abstract
number representations takes lots of
practice.
Strategies in Math
Students working on
math goals
By Tracey Nott
S!uden!s come !o !he Learning
Cen!er !or suppor! wi!h dineren!
learning needs. 1his week's
newsle!!er will !ocus on one
s!ra!egy !ha! we are using !o help
s!uden!s wi!h learning needs in
ma!h.
For !he las! !wo weeks we have
been laying !he groundwork in
using a s!ra!egy !o help wi!h
addi!ion and sub!rac!ion. l!'s
called TouchNath.
What s TouchNath?
1ouchla!h has imaginary poin!s
!ha! go on !he numerals 1-9.
1hese poin!s allow s!uden!s !o
coun! !o solve !heir addi!ion and
sub!rac!ion problems.
Benets o! !his s!ra!egy
include i! gives s!uden!s
"coun!ers" !ha! will no! run ou!
(unlike !ngers). 1ouchla!h is
based on coun!ing. Wi!h addi!ion,
!hey coun! on. Wi!h sub!rac!ion,
!hey coun! backwards. /no!her
bene!!, s!uden!s will always have
access !o !he !ouch
poin!s (unlike number
lines, manipula!ives and
hundred char!s).
How t Works.
Numerals 1-6 have a
single !ouch poin!s
while numerals 6-9
have double !ouch
poin!s. S!uden!s
quickly learned where
!he !ouch poin!s were
!or numerals 1-6. We
have been prac!icing
!he !ouch poin!s !or
numerals 6-9. 1o have
s!uden!s arrive a! !he
righ! answer, i! is
necessary !ha! !hey !ouch !he
!ouch poin!s in !he correc!
coun!ing pa!!ern !or each numeral.
S!uden!s coun! aloud as !hey
!ouch !he !ouch poin!s. 1his mul!i-
sensory approach !aps in!o
audi!ory, visual and !ac!ile learning
s!yles.
N
e
w
s

f
r
o
m

t
h
e

L
e
a
r
n
i
n
g

C
e
n
t
e
r

W
e
e
k

o
f

S
e
p
t
e
m
b
e
r

2
2
-
2
6
,

2
0
1
4
On October 1 from
5:00-7:00 on the
playground, Reed
TOWNtastic is happening!
This is a wonderful
opportunity for your whole
family to join in community
time at Reed School.
Many children are very
excited about "building" a
piece of the town using
their imagination and
cardboard box. I hope to
see you and your family !