“Many pupils who struggle with arithmetic have a tendency to count in ones.  What is a normal stage of development for most children becomes a crutch for pupils with poor number sense.  Pupils who continue to rely on this unsophisticated and laborious strategy well beyond the stage at which counting is appropriate or efficient have fallen into the ‘counting trap’.”  (Bird, Ronit. (2009). Overcoming Difficulties with Number: Supporting Dyscalculia and Students who Struggle with Math, Thousand Oaks, California:Sage Publications, page 9.)
Using the tools mentioned last week, students should learn to identify:
  • Dice/Domino Patterns
  • Irregular dot patterns (up to 7)
  • Combinations to 5
  • Combinations to 10 and Doubles 1-5
  • Combinations to 20 and Doubles 6-10
Here are a series of videos that work on structuring
According to Minnesota State Standards, students should know –
  • Combinations to 5, by the end of Kindergarten
  • Combinations to 10, by the end of 1st grade
  • Combination to 20, by the end of 2nd grade.
Carol Johnson, Resource Teacher at Cedar Park, has been working on structuring to 10 with her students.  As an assessment, she told them that they had 1 minute to write down the combinations that equal 10. (5+5, 6+4, etc.) It gave her good information on who knows the combinations and who needs more work.

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