Mouse Counts: I love the idea of the story but I do not like how the book focuses on counting by ones so I tell my own story. Later, after we have investigated, I might read the original to the class and ask them to note similarities and differences. (This is also an important task.)
In my version, the snake catches mice in sets of 2, 3,2,3 or sets of 3,4,3. My focus is thinking about 10. There is benefit to leaving the blocks in singles and scooping up 2 or 3 at a time, especially on the first telling. But then there is benefit to snapping the blocks into sets and grabbing chunks of blocks on the next re telling. Now the focus can turn to seeing combinations in the 10.
First tell the story. Then encourage class to help you re tell so they can practice retelling in order to work this problem with another class.
Playing with re-telling is a powerful tool for developing visual memory. Memory is the key to content mastery.
Re-telling can become a way to develop vocabulary and writing skills.
As we re told, I asked you to study the sets of blocks we used for mice. How many ways can you see 10?
Some ideas for Mouse Counts:Mouse Counts make 5 play with patterns in the blocks
Mouse Counts change the count to 3, 4, 3 Mouse Tails 3 + 4 + 3
Adding two Ten Frames powerpoint. Green squares. Practice 2 ten frames Watch me first.
More frames to practice adding 2 numbers. FlashMath with 2 ten frames
Adding two ten frames powerpoint. Dots in ten frames.
These two files are both very big but filled with good ideas. Take a read before you print. One is 143 pages long. …. measurement_k-3
The Giant ProblemThe giant My powerpoint from Wednesday July 12
This powerpoint will help remind you of the story. King-hugo-huge-ego WC