By Susan Scharton

Number feel contains a wide variety of abilities, together with having the ability to make estimates and to imagine and cause flexibly. In those classes, youngsters compose and decompose better numbers, increase their computation techniques, increase their experience of position worth, and sharpen their estimation skills.

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Teaching Number Sense: Grade 2

Quantity experience contains a wide variety of talents, together with having the ability to make estimates and to imagine and cause flexibly. In those classes, childrens compose and decompose greater numbers, advance their computation techniques, increase their experience of position price, and sharpen their estimation abilities.

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When given a benchmark, they compare quantities and use their understanding of number relationships to adjust their estimates and narrow the range of possibilities. Estimate data is then collected, organized, analyzed, and interpreted. ” MATERIALS ■ ■ ■ ■ 3-by-3-inch sticky notes, 1 per student 8-ounce jar 2 cups dried large lima beans 2-tablespoon coffee scoop TIME CHAPTER 3 will fill the jar, then have them record their estimate on their paper. 3. Ask students to write their name on their sticky note, then position their note in the column of the graph that corresponds to their estimate.

I asked. “Easy! ” most students called out. “Interesting . ” I said. ” one of the students said. ” said another. ” said a third. “Having more information was really helpful in making a second estimate. I’d like you to find the difference between your first and second estimate and the difference between your second estimate and the actual number of scoops it took. ” Students began writing as soon as they got to their seats. For some students, finding the difference was not an easy task. qxd 20 7/27/05 8:16 PM Page 20 Teaching Number Sense, Grade 2 the answer, but the answer 7 is not.

I decided an example would be helpful, so I wrote some numbers on the board. “Pretend that my first estimate was fifteen scoops and my second estimate was eleven scoops. ” I asked. Peter helped out. “Well, if you count from eleven to fifteen, it’s four. ” He demonstrated by counting on his fingers. ” He showed his four extended fingers. Rose explained her way, saying, “You could do the same thing, except backwards: fifteen, fourteen, thirteen, twelve, eleven. See? ” “So, the difference between my first estimate and my second estimate is four.

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