Different Ways to Count

Designed by: Katie Howard School: Brockman Elementary 

Grade Level: Fourth        Subject(s): Math

Curriculum Objective(s):  Connect number and numeration systems with other aspects of mathematics and other disciplines and relate the use and understanding of numeration systems to their world. (4NR7-7)

Overview: Students will investigate different ways of counting and writing numbers. Students will rotate through two centers to reproduce and identify numbers of the Mayan and Chinese Cultures using manipulative. Students will play an interactive game on the computer identifying Sign Language Numbers as a third center.

Focus/Essential Question(s):How do number systems help people in various cultures to communicate numbers?

Time Frame: 2-3 Fifty Minute sessions

Resources/Materials: 
-base ten manipulative for units, tens and hundreds 
-Copies of the Mayan and Chinese Numbers 
-popcicle sticks and M&M's
 -black water color paint and paint brush (6-8)
 -world map 
-computer and Averkey w/TV 
-a bunch of manipulative for counting 

-web sites saved in Favorite:

 http://www.deadline.demon.co.uk/roman/intro.htm 
http://www.funbrain.com

Culminating Assessment: The culminating assessment will be a rubric that has point values. The student should be given time to read over and ask questions about the rubric prior to going to centers. This will help students avoid any misunderstandings and to make them aware of what they're expected to learn in each center about number systems and how it relates to their world.

Number System Rubric

Point Values 

0................Student did not listen to discussion on number systems 

15..............Student listened to class discussion but did not contribute to the discussion 

25.............Student listened to the class discussion and contributed some information 

Rubric Point Value of Journal Entries 

25.............Student wrote one paragraph about one number system and included examples of that number system. Student wrote a brief description of that number system and how it helps that culture record numbers and quantities.

25 points should be given for each number system investigated. There should be a minimum of three paragraphs showing the student investigated at least three number systems.

(District grading scale used for grades).

Instructional Activities:

Note: This lesson would be most beneficial at the beginning of the school year.

Day One:

Have students sit as one large group near the computer. There should be a group of items in a pile to elicit interest in the lesson. Personal items that belong to the student would be best such as shoes or pencils. This will bring some ownership to the lesson for the students.

T- "______(any student could be called on), please hand me...shoe or pencil, depending on what item the teacher has chosen).

S- students will look confused

T- The teacher should repeat the command. The teacher should say that the student must be confused and then ask a different student the same thing making sure not to specify quantity. "_______ hand me......shoe."

S- At this point the students will act very anxious to ask the teacher how many!

T- The teacher should ask the large group why the students called on didn't seem to understand her request. Take responses and relate them to our way to communicate quantity is by the numerals 1,2,3,4,5,6,7,8,9,10. The teacher should have the base ten manipulative out to put next to each numeral . When the teacher gets to the 10 she should ask if she should lay out ten units or a tens rod etc... Using Numerals helps us to communicate numbers to others.

T- The teacher should then show a world map and ask the students if they think they know of any number systems that people from other parts of the world use. Students will probably say the Roman Number System. If not the teacher should allow students to discuss what they already know pointing to the various countries.

The teacher could bring up the web site www.deadline.demon.co.uk/roman/ontro.htm Make sure the monitor is connected to the averkey for easier class viewing.

The site will give a brief history of the Roman Number System and the letters used to represent quantity in that system. Show the copy of the Mayan and Chinese Number Systems. Ask students what Number System would they use if they had to communicate with people that use sign language. Bring up on the computer the web site: www.funbrain.com Under the heading of Words there is an interactive game students can use to identify numbers in sign Language. Play one or two rounds with the class, the whole Sign Language Alphabet is on the page and the numbers used in sign language are too.

Have students break up into self-selected groups to research some of the number systems introduced in class Sign, Mayan and Chinese. The class should be broken up into three different groups. The students should be told that they will spend the rest of the math class and tomorrow's math class in centers practicing the three number systems. The Mayan System will have pop-cycle sticks and M&M's to make numbers. The Chinese System will have paint and paint brushes for writing out the numbers. The Sign Language group will use the computers. Encourage the students to not only record the various numbers in each systems but to test each others knowledge of the systems by making simple addition and subtraction problems using the symbols for the number systems.

Pass out the grading rubric and allow students to read over with the class and ask any questions. Discuss with the students how they are to make sure each item on the rubric is in their math journal before they leave each center and number system work area.

The teacher should act as a facilitator and walk around helping groups or individuals with questions or problems. She should observe for understanding of the students and use of the manipulative. She should also begin to read journal entries to make sure students are aware of how to record their work.

Day Two

Continue centers until all groups have rotated through all three centers. Students that finish early may read books on various number systems that the teacher has in the classroom. They could also practice simple addition and subtraction problems with their friends.

The teacher can conference with individuals and jointly decide on points that should be given for the assignment using the rubric.