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Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

This post includes 50 (fifty!) free, downloadable PowerPoint math lessons!

Watch the video, download some (or all) of the lessons, and experience what happens when you unleash this resource in your classroom!

I've been excited to click the Publish button on this post for several weeks! It's time!
UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
After reading this blog post, take a look at THE 12 MOST POPULAR MATH STRATEGIES AND DOWNLOADS ON THIS BLOG.

Splat Through 10
How many dots are under the Splat?

Splat Through 20
How many dots are under the Splat?

Multiple Splats
(Note: Splats that are the same color must cover the same number.)
Splat 3.1 - multiple splats Splat 3.2 - multiple splats Splat 3.3 - multiple splats Splat 3.4 - multiple splats Splat 3.5 - multiple splats
Instant Multiple Splat
(Note: An additional feature of this level is the opportunity to ask, "What could the total be?")

Splat 4.1 - Instant Multiple Splats Splat 4.2 - Instant Multiple Splats Splat 4.3 - Instant Multiple Splats Splat 4.4 - Instant Multiple Splats Splat 4.5 - Instant Multiple Splats
2-Color Splat
(Splats of different colors must have different values.)

Splat 5.1 2-color Splat Splat 5.2 2-color Splat Splat 5.3 2-color Splat Splat 5.4 2-color Splat Splat 5.5 2-color Splat Splat 6.2 Instant 2-color Splat Splat 6.3 Instant 2-color Splat Splat 6.4 Instant 2-color Splat Splat 6.5 Instant 2-color Splat
Instant 2-Variable Splat
(Splats of different colors must have different values. Splats of the same color must have the same value.)
Splat 7.1 Instant 2-variable Splat Splat 7.2 Instant 2-variable Splat Splat 7.3 Instant 2-variable Splat Splat 7.4 Instant 2-variable Splat Splat 7.5 Instant 2-variable Splat
Number Splat
(Note: Only the numbers circled on the screen may be used.)
Splat 8.1 - Number Splat Splat 8.2 - Number Splat Splat 8.3 - Number Splat Splat 8.4 - Number Splat Splat 8.5 - Number Splat Splat 9.1 - Instant Number Splat Splat 9.2 - Instant Number Splat Splat 9.3 - Instant Number Splat Splat 9.4 - Instant Number Splat Splat 9.5 - Instant Number Splat
Instant Number Splat with 2 Variables
(Note: Only the numbers circled on the screen may be used, and Splats of different colors must have different values.)
Splat 10.1 - Instant 2-Variable Number Splat Splat 10.2 - Instant 2-Variable Number Splat Splat 10.3 - Instant 2-Variable Number Splat Splat 10.4 - Instant 2-Variable Number Splat Splat 10.5 - Instant 2-Variable Number Splat
NOTE: I wrote each of these lessons using PowerPoint, so I recommend playing them in PowerPoint. If you do not have PowerPoint, you may want to download the PowerPoint viewer so that you can play the lessons.

UPDATE: The Fraction Splat! Series (with 20 more downloadable lessons) is now available!
Other Posts and Resources Which May Be of Interest Tiled Area Questions The Maze Hundreds Chart
Introducing Cube Connectors
Provide Massive Space to Notice
Primary Tile Questions
3 Powerful Tile Strategies (and 40 new downloadable pages)
Please take a moment to subscribe to the blog so you'll be notified each time new resources are posted!

I would treasure hearing about your experiences using Splat! to promote number sense in your classroom!

All my best,
Steve

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Splat! - Steve Wyborney's Blog: I'm on a Learning Mission.

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Welcome to Splat! You are only moments away from a VERY POWERFUL, highly interactive number sense strategy that can be used at any grade level!

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One of the most difficult standards for 1st grade students to own is the idea of adding or subtracting multiples of tens OR a group of ones. Without it...all other numbers fall apart.

Karen is a phenomenal 1st grade teacher. Being new to the district, I'm truly thankful for how welcoming her class has been all year long. Karen's students get really excited to see me when I walk in the room and that's such an awesome feeling. But to be completely honest, I think I get more excited to see them and listen to their thinking. I guess we'll say the love is mutual!

I needed to try an idea out, so without warning I showed up to Karen's class carrying my weapon of choice.

The activity:

Students were asked to get a piece of paper and a pencil.

I was going to drop cubes into a basket and students were asked to write down the total number of cubes in the basket.

Students had to close their eyes and listen for the cubes dropping.

Students were not allowed to used tally marks, numbers, fingers or anything to keep count. I wanted to see how they were able to image numbers. We started out by keeping it simple.

Being that this was a 1st grade class, all but 3 students were able to get the correct count.

I was purposeful to make sure that the iteration between drops wasn't consistent. I wanted this to be more than rote counting through rhythm.

Then we moved to counting by tens and ones...

I was sure not to just add tens first, then ones. I wanted to mix it up for an accurate reflection of who could image numbers.

This screams formative assessment and small group because of how easy I was able to identify student ability (I like easy).

Then we went for the gusto and did backwards counting by tens and ones...
My Takeaways:

The students absolutely loved this activity and so did their teacher. I am always worried when new things pop in my head and I want to try them out.

I was really impressed with how students were able to image numbers. That is a testament to how Karen has hammered home the idea of tens and ones to her students.

There was no way to know if students miscounted because they couldn't identify the difference in the cubes dropping. Was it a 10? Or was it a 1?

Nowadays I see lots of manipulatives embedded into teaching practice but there still needs to be an opportunity for students to image numbers as they transition through the Concrete-Representation-Abstract model.

In the C-R-A model, I seldom see or hear of teachers providing their students an opportunity to employ mental math. Sure it happens during Number Talks but not beyond that 10 minute-a-day window. I need to be sure to include the importance of imaging more often.

What I liked about this activity was that understanding wasn't built around skip counting. It was built around the idea of more and less which focused on quantities.

I often forget about an underpinning progression on the road to computational fluency. I'm glad Karen's class reminded me of the importance in imaging.

Stay thirsty my friends!

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One of the most difficult standards for 1st grade students to own is the idea of adding or subtracting multiples of tens OR a group of ones. Without it...all other numbers fall apart. Karen is...

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This tool is designed to help plan a Choral Counting lesson. Pick a starting value and increment, and choose the shape. Use the Reset grid button to transfer changes to the grid.

The tool lets you look for the patterns your students might see and plan where to pause during the lesson.

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Creative Maths is a social enterprise that creates and shares innovative resources for schools and learners at all levels that motivate, encourage and educate.

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Clothesline Math has been a growing trend in mathematics education. I saw Andrew Stadel give a talk on it (back in 2015), however it was geared toward middle school and high school math. My mind, never shutting off, was pondering how to make it fit for my elementary teachers. And in my research, there aren't many elementary clothesline cards out there.

Clotheslines become interactive number lines. Students are able to manipulate cards to show proportional reasoning, precision, equality between numbers, and magnitude. The clothesline builds students' number sense. It's a routine that can work from kindergarten through high school.

Each set of cards has been designed to have equal cards as well as multiple representations. They are all PDF files.

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Clothesline Math has been a growing trend in mathematics education. I saw Andrew Stadel give a talk on it (back in 2015), however it was geared toward middle school and high school math. My mind, never shutting off, was pondering how to make it fit for my elementary teachers.

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Some tasks created by Graham Fletcher.

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Providing instructional and assessment tasks, lesson plans, and other resources for teachers, assessment writers, and curriculum developers since 2011.

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Topics: Counting, skip counting, addition, multiplication (optional)
Materials: Paper, pencil, objects of many types (button, beans, stones, pencils, markers, blocks, etc.)
Target Grades: K, 1, 2, 3
Common Core: K.CC.A.1, K.CC.A.2, K.CC.A.3, K.CC.B.4, K.CC.B.5, K.MD.B.3, 1.NBT.A.1, 1.NBT.B.2, 1.NBT.B.2.a, 1.NBT.B.2.b, 1.NBT.B.2.c, 2.OA.C.4, 3.OA.A.1, MP1, MP6

Kids love to count things. This is a simple exercise, but a great way to get kids excited about arithmetic. Counting Collections also seeds ideas about how the place value system helps make counting work. Counting Collections is a foundational structure you can come back to again and again. We'll describe the initial launch first, and then some variations to make the activity more sophisticated.

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Topics: Counting, skip counting, addition, multiplication (optional) Materials: Paper, pencil, objects of many types (button, beans, stones, pencils, markers, blocks, etc.) Target Grades: K, 1, 2, 3 Common Core: K.CC.A.1, K.CC.A.2, K.CC.A.3, K.CC.B.4, K.CC.B.5, K.MD.B.3, 1.NBT.A.1, 1.NBT.B.2, 1.NBT.B.2.a, 1.NBT.B.2.b, 1.NBT.B.2.c, 2.OA.C.4, 3.OA.A.1, MP1, MP6 Kids love to count things.

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Be mindful of math practices and standards.

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The following list consists of games and activities that have been written specifically for the HSPN programme. They can be used for the community sessions or for children and parents to play at home. A description of each game and how to play it is available by clicking on the links below.

As you read through an activity or game, think about how it could be made easier or harder to suit the needs of the children. A simple activity can be made harder by changing a few numbers. The bubble jigsaw puzzles are good examples because children and parents can make simple addition puzzles or puzzles using fractions, decimals, and percentages.

Teachers will probably be familiar with most of the games suggested below. You could help families set up a family mathematics kit at home by providing mathematics activities and games that they could take home and keep.

More activities to support numeracy at home can be found in the Families and whānau section of this website.

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The following list consists of games and activities that have been written specifically for the HSPN programme. They can be used for the community sessions or for children and parents to play at home. A description of each game and how to play it is available by clicking on the links below.

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Teacher: Time for our morning Number Talk.
Everyone consider this question. (She writes 9 + 17 on the board).
(A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)
If you get more answers, show me by holding up more fingers. (She waits for 30 seconds. Several students are holding up multiple fingers, though many have just a thumb.
The teacher is noting to see if anyone hasn't solved the problem-this is a great opportunity for formative assessment.
Finally, she begins calling on students for their answers, starting with those who have only one solution.)

Teacher: Lucy?
Lucy: 26. (Teacher writes 26 on the board.)

Teacher: Charles?
Charles: 107 (Teacher writes 107 on the board.)

Teacher: Michelle?
Michelle: 25. (Teacher writes 25 on the board.)

Teacher: Any other answers? (No one has any.)
Who would like to explain how they got their answer? Tyrone?
(The teacher records what the students write as they explain.)

Tyrone: I know that 9 + 7 is 16, and then I added another 10 to get 26.
Sarah: 10 + 17 is 27, and 10 is 1 more than 9, so 9 + 17 must be 26.
Charles: 9 + 1 is 10, and then you put a 7 after, so it's 107.
Lucy: I counted one by one, but I just realized that I miscounted.
I agree with 26
(Teacher crosses out 25 and replaces it with 26.)
Sam: I respectfully disagree with Charles.
You can't add the 9 + 1 because the 1 stands for 10.
Charles: But that's how you add. I did it right.
(Teacher lets conversation continue until class consensus, or near-consensus, is reached.
Meanwhile, she's noting where students are in their understanding of place value and addition.)

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Teacher: Time for our morning Number Talk. Everyone consider this question. (She writes 9 + 17 on the board). (A student starts waving his arm in the air.) When you have the answer, show me with a thumb at your chest. (The student puts his arm down and holds up a thumb.)

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Amazon link to book purchase

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Streaming Video Clips provide a visual platform for teachers to reflect on their current practices and target essential understandings from their readings

The video clips feature number talks filmed in actual classrooms, grades K, 2, 3, and 5, plus seven bonus tracks highlighting interviews with the author and teachers.

Clips range from five to ten minutes in length with a total viewing time of approximately two hours. The resource includes reference tables to help you quickly and easily locate the video clips by chapter and grade level. All video clips can be viewed online using the key code found on page xxii.

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"This resource supports new and experienced educators who want to prepare for and design purposeful number talks for their students; the author demonstrates how to develop grade-level-specific strategies for addition, subtraction, multiplication, and division.

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Virtual Math tools

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Use virtual base ten pieces to represent and work with multi-digit numbers.

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The 3-read protocol and math tasks that CVES uses were developed by Exemplars, a company that provides a library of rich performance tasks and professional development for K-12 schools.

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Demystify math word problems with this simple technique that helps kids see the story beyond the numbers.