Investigations Blog

“Is 100 a Teen Number?” Part 2

What follows is a lightly edited version of the second part of an end-of-Kindergarten discussion about the teen numbers. In Part 1, students took up the question of whether 100 is a teen number. That conversation built on a previous one, about why there are so many 1s in the teen numbers. At a certain point in the conversation about whether 100 is a teen number, the discussion began circling around the same ideas, ones that had already been shared. At that point, the teacher made a decision to...

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“Is 100 a Teen Number?” Part 1

Not long after I witnessed a Kindergarten conversation about why there are so many 1s in the teen numbers, I visited the same classroom. This time, it was Nicole who asked a question that knocked my socks off. “I wonder if 100 is a teen number?” When I asked why she thought it might be she said, “Because it starts with a 1.” Her partner nodded, nudged her to take her turn, and they returned to their game. Several days later, I returned, for their end-of-unit discussion about the teen numbers....

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“Why are there so much 1s in these numbers?”

Last spring, I visited a Kindergarten classroom near the end of the year. Students were participating in a Math Workshop focused on the teen numbers, choosing among activities that asked them to identify and recognize teen numbers; to represent them in several different ways (e.g. on Ten Frames, with cubes, with numerals); and, ultimately, to come to see them as being composed of ten ones and some numbers of ones.  I wandered over to Stella, who was playing Race to the Top: Teen Numbers. In...

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Counting is Serious Business

“One, two, three, four, five…” I was interested in how quickly Owen and Ravi figured out a way to count the set of 40 yellow hexagons in their Inventory Bag. The boys took turns saying a number as they placed the hexagons in a line which started to snake across the rug in the meeting area of their kindergarten classroom. “Twenty-eight, twenty-niiiinnnne…” Ravi pauses unsure about what number comes next. Owen whispers “30” and Ravi says “30” as he places the thirtieth block in the line....

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Watch, Notice, and Learn

Classroom video is a powerful tool for studying and reflecting on mathematics teaching and learning. Unlike in-the-moment interactions with students, watching video enables us to slow down and more closely examine student-to-student exchanges. This affords us a unique opportunity to learn about students’ mathematical thinking. Several months ago, I began watching and discussing video footage of elementary mathematics classrooms with a group of colleagues. We were using the footage to study...

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A Kindergarten Q&A: Numbers Represent Quantities

As we said in the original post, our ideas for our blog are wide-ranging. We are excited to have a space that offers us the opportunity to answer common questions from the field. This Q&A is the first of that type of blog post. Have questions you’d like to see answered? Email us. Question: How do Kindergarteners learn to write the numbers, and use them to represent quantities? Answer: We are frequently asked about how Investigations supports young students in the development of numeral...

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