2 is a small number. NO! IT'S ACTUALLY QUITE LARGE! Numbers in Context

Hi All,

The value or magnitude of a number is relative to its context. This sounds like a complex idea, but it's actually pretty simple, very real, and can be fun to explore with kids.

For example, 2 can feel like a really big number if you have to wait 2 hours to pick up your rental car at the airport. (Unfortunate real life experience!) In the context of waiting for hours, 2 feels like a big number.

Meanwhile, 2 can feel like a really small number if it's the number of dollars you get paid for an hour's work. Same number. Different context. Very different magnitude and feel.

Using this idea of numbers in context is a nice place where math, imagination, number sense, and story can all intersect with an easy, but compelling activity.

Write this statement on the board: "7 is a BIG number when..." Invite students to take a piece of paper and copy it. Then say, "Please complete the sentence and make it true." Give an example.

Some possible examples might be: "7 is a BIG number when...

"...you have to eat that many watermelons in one day." OR

"...you have to hop on one foot for 7 hours." OR

"...you are that many feet tall in the second grade."

After students have an opportunity to brainstorm and write about this, have them share responses either orally or by adding their responses on the board around your original statement. Have students explain why they feel 7 is large in the particular context they have chosen.

Now reverse it. Write: "7 is a SMALL number when..." and ask students to complete this sentence. Responses I've seen include:

"...that's all the french fries you get." OR

"...you only have 7 seconds to do your homework." OR

"...that's how many pages a book has."

Again, have students share their responses and discuss. Ask, "why does a number feel small sometimes, and larger at other times?" There is no one reason. It's just that numbers are flexible and are dependent on context for their perceived value or magnitude.

Now (or for homework) ask students to choose their own number and complete the same two sentences about it. They may even want to illustrate the two sentences. Share these with the class. Collecting them and posting makes for an interesting bulletin board as well.

For various grade levels you can suggest parameters like "use a two-digit number" or "use a fraction" or "use a negative number." However you do this, you'll find it a creative opportunity that makes kids think while they combine math, writing, and imagination.

All the best,

Bob

Comments

What Does Not Belong?

Hi All, "What Does Not Belong" is such a great little concept and can be applied to so many different areas of math as well as other content areas. Great little game when you are waiting, like for buses to be called or for the day to begin. Also a great game for long car or bus rides where if there are no written numbers or pictures you really have to do the mental math. Present a group of numbers. Start with maybe six. Say, 10 56 17 122 4 98 Ask the players to identify which number does not belong and have them explain why. We want players to look at the characteristics of the numbers and compare them to try to find the selection criteria or "rule" so they can determine which does not belong. For example, we have a mix of 1, 2, and 3 digit numbers, so it's not the "rule" is not the number of digits. We have five even numbers and only one odd number. That's it! 17 does not belong,...

EGG BOX SHAKE! IT'S WHATEVER YOU WANT IT TO BE.

Hi All, Shake it up! Egg Box Shake is noisy and fun! That's a big plus right there for most kids. Students like to create and keep their own math tools, and this is a great opportunity to do that as well. And, teachers can adapt the game to fit any level or mathematical operation. Win. Win. Win. Egg Box Shake originated as a coin identification and addition game for grades 1 – 3. I had students bring in an egg carton from home and then provided them with play money or coin stamps, ink pads, and card stock. They stamped out pictures of the coins onto card stock, front and back images, and then cut out the pictures. Students glued these pictures into the bottom of the twelve sections of the egg carton. Each player would get two beads, beans, chips, marbles, or any other small manipulative. They put these into the box and closed it. They then shook the box. When they stopped they opened it and saw where the beads had landed. Players added those two coins o...

Fe, Fi, Fo, Fum? No! FIDDLE, FADDLE, FLOP!

Hi All, Ready for another great game? Ready for Fiddle, Faddle, Flop? It's a great game for place value, mental math, and number work. You can play anywhere at any time. All you need is a pencil and paper or board and markers. Tell students that you are thinking of a number. Explain that it has two digits. Invite them to guess the number. You will respond to their guesses by saying one of four words: Fiddle, Faddle, Flop, or Correct. Here is the translation for those words: Fiddle: one of the digits is correct, but is in the wrong place Faddle: one of the digits is correct and in the correct place Flop: none of the digits is correct Correct: both digits are correct For example, if you are thinking of the number 17 and my guess is 68, you would say Flop since none of the digits is correct. On your next guess, if you were to say 76, I would say, Fiddle, because one of the digits is correct, but in the wrong...

MathStuff

Search This Blog