Number Strings

Introducing the Activity

© 2014 University of Washington.

Our work today…

• Number Strings– Engaging in the activity as learners– Observing enactments through video– Reflecting on purposes of Number Strings– Closing the Session

• Exit cards

© 2014 University of Washington.

Number Strings

70-30

70-31

70-29

70-49© 2014 University of Washington.

Debriefing Number Strings

– What was the mathematical goal for that “string” of problems? What content we were working on?

– How are the problems related? Why are they sequenced in that way?

– How did Megan use representations? What did they afford?

– What opportunities for student learning do you see in this instructional activity?

© 2014 University of Washington.

Observing Number Strings

Teaching Channel VideoFourth Grade – Division String

© 2014 University of Washington.

Debriefing Number Strings

– What was the mathematical goal for that “string” of problems? What content we were working on?

– How are the problems related? Why are they sequenced in that way?

– How did the teacher use representations? What did they afford?

– What opportunities for student learning do you see from this video?

© 2014 University of Washington.

Analyzing Number Strings

• What is the mathematical goal of each string? What’s the content being worked on?

• How do you see the problems related? Why are the problems sequenced in this way?

• What representations might be useful to use?

25 + 2525 + 2625 + 2425 + 28

33 - 442 - 3731 - 735 - 28

2 x 244 x 242 x 488 x 1216 x 632 x 33.5 x 14

150 ÷ 1530 ÷ 15180 ÷ 15300 ÷ 630 ÷ 6270 ÷ 6

© 2014 University of Washington.