What is this grade one telling me about his knowledge of number?
Flash Math is a term I use for the exercises I do with students to support the development of automatic recall with quantity.
Subitizing, conserving number, developing imagery for commutative property, inverse operations, associative property, making sense of one more, one less, hierarchical inclusion are put a few of the concepts that can be developed with flashmath tasks. In the early stages I use dot collections and ChunkitZ.
Students look for 3 seconds, then the image is covered and students are asked to recall the image in their mind. Another 3 second look, cover, recall in their mind. On the last 3 second some students are noting a different way to confirm how many, while others are finally sure they know what they saw. There are 2 goals on flashmath: how many in the set, what parts are related to make the set. So some students say I saw 5 and 3 while others say I saw 8.
The intent is not to match my arrangement,the intent is to know how many you saw and why you are sure of the total without counting. So this boy drew an arrangement he liked better for 8, circled 5 to tell me he saw the five and the three and knew it was 8.
This young man asked me if he could use pictures numbers and words to explain what he saw, then proceeded to show all 3 on each collection.
What collection do you think this boy saw?
Did you note his turned down corner?
Here’s another Grade one spatial reasoner… How do teachers recognize, capture and build on spatial reasoning??
When he saw what everyone around him was drawing he changed it to this,
What happens with these students if we do not?