Parking Lot Stories - Comox Valley Schools
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[email protected] Parking Lot Stories Playful Learning – Number Sense (counting, partitioning, adding, subtracting, equality, number stories) Grades K-2
Transcript of Parking Lot Stories - Comox Valley Schools
Parking Lot Stories
Playful Learning – Number Sense
(counting, partitioning, adding, subtracting, equality, number stories)
Grades K-2
We used this image to count cars, parking lot spaces,
to count on, to add and to subtract, eventhough the
author only shows ways to use the image to subtract.
Constructing Meaning By Connecting Multiple Math Concepts and Representations Through Parking Lot Stories
As we build this lesson series, we weave together concepts about counting, partitioning, adding, equality and perhaps,
other concepts. We can also weave the parking lot board with the part / part / whole board to connect another
representation to these math concepts.
Part / Part / Whole Representations of our Parking Lot Stories
Differentiating Student Practice with Parking Lot Stories Through Assessment
Students need various amounts of practice with each number concept. We can triangulate our assessment throughout
our lesson unit by listening to what students say to us, by what they do and by what products they create (their boards)
about their math understandings. Once we know what individual students understand, we can differentiate their
practice. Some students may be making concrete stories to 10, while others may be creating stories to 36 pictorially.
We can honour, share and celebrate all of the students work through small group and whole class discussions.
Abstract Only Representations and Connections to Addition Strategies
We do want students to be able to move to the abstract phase with addition. We first work on small numbers, before
continuing with larger numbers. Weaving in addition strategies and mental math strategies also makes good
mathematical sense.
26 + 24 = 50
26 blue cars + 24 red cars = 30 cars in total because I use a 2-apart doubles strategy, changing 26 (- 1) to 25 and changing
24 (+1) to 25 – compensating to make my numbers easier. 25 + 25 = 50.
For thorough work on basic addition strategies, follow this link:
http://web.sd71.bc.ca/math/index.php?page=lessons-activities-grade-2
The ways in which we differentiated were:
different numbers
varying connections between concrete,
pictorial, abstract stages
variety of representations
variety of number of addends
different math concept focus
various problem solving contexts
Problem Solving with Parking Lot Stories
While solving a variety of problems, students can use their boards and part/part/whole thinking.
(Based on the Math Inquiry Template Information Package, INN, 2013)
In order to scaffold learning, the gradual release of student responsibility must be used to
facilitate effective math vocabulary, discussions and development of concepts.
