Guess Again Number Sense 7 7 Guess Again Number Sense E7 7

A Lesson for Kindergartene, Offset, and Second Grade

past Rusty Bresser and Caren Holtzman

In this activity, students guess a secret number from within a range of numbers and keep refining their guesses based on whether the teacher tells them the secret number is greater or lesser than their guesses. Estimate My Number, which appears in Rusty Bresser and Caren Holtzman'southward Minilessons for Math Practice, Grades K–2 (Math Solutions Publications, 2006), helps develop students' number sense as they proceeds an understanding of the relative position and magnitude of whole numbers.

From a Kindergarten Classroom

Kimberly Sharman's kindergartners filed in from recess and sat on the carpet at the front of the room. Her students were all English language learners; Spanish was their native language.

"Today we're going to play a guessing game," I began. "But earlier nosotros play, we're going to warm upwardly our brains and retrieve about numbers." When I gave these directions, I was careful to speak slowly, verbalize each word conspicuously, and use gestures whenever possible. All of these techniques can help English language language learners as they acquire bookish content in a 2nd linguistic communication.

To give the students practise identifying numbers and quantities, I held up v fingers and asked the form, "How many fingers am I holding upwardly?"

"5!" the students answered in unison. I and then held upwardly three fingers, then ten, and then two. Each time everyone seemed to instantly know how many fingers I was showing. Next, I held up seven fingers.

"Now how many?" I asked. This time, the students seemed a little hesitant. Many students said seven, some said six, and a few thought I was holding up eight fingers. Ana volunteered to come up and stand abreast me to show and tell usa what she idea.

"I think there are seven fingers," she said.

"How do you know at that place are 7?" I asked. Ana did non respond to my question. She but stood there, staring at my fingers.

"Ana, you can count them!" a boy on the rug suggested.

Ana took the boy's suggestion and counted my raised fingers. "Ane, two, iii, four, . . . ," she counted, all the way to seven.

Next, I drew a line on the lath and recorded the numbers 0 to 10 in a higher place it, directing the students to count aloud with me. I wrote the numbers far enough apart so that there was room to post a sticky annotation underneath each.

0 1 ii 3 four v 6 vii 8 9 1 0

I and then pointed to the number 4 and asked the students to tell me the name of that number and to show me the corporeality with their fingers. This allowed me to informally appraise students' power to identify numbers by their names and the quantities they represented. Afterwards the number 4, I continued pointing to a variety of numbers on the number line before introducing Guess My Number.

"OK, now that nosotros've warmed up our brains, we're going to play a guessing game," I told the class. "I'one thousand going to think of a number and yous're going to try to approximate what information technology is. Set up?"

I squinted my eyes and touched my index finger to my forehead, giving the impression that I was thinking of a number.

"I've got information technology now!" I said. "I'm thinking of a number that's on our number line. It could exist goose egg, one, two, all the way up to ten. Enhance your hand if you have a approximate."

The students were very excited to guess. I waited several seconds to give them think fourth dimension; then I called on David, who guessed 10. My secret number was eight, then I placed a viscid note with a left-facing arrow fatigued on it under David's guess to give the form a clue:

0 1 2 iii 4 5 half-dozen 7 8 9 1 0

"My number is less than ten," I told the class, pointing to the arrow on the viscous note and gesturing to all the numbers below 10. "Who has another guess?"

Daniela guessed the number two, so I placed some other sticky note, with a right-facing arrow drawn on it, underneath her judge:

0 1 2 iii 4 5 6 seven 8 9 1 0

"My number is between ii and ten," I told the class. "It'due south less than 10 and greater than two." I used my finger to sweep across the numbers betwixt two and 10 and said, "My number is i of these numbers."

Adriana guessed six, so I moved the left gluey annotation from the 2 to the six:

0 1 2 3 4 5 six vii 8 9 one 0

Now the students were very excited and I had to remind them to raise their hands to brand a guess. Because it was and then difficult for the students to contain themselves, I directed them to whisper their guesses to a neighbor. Then I took Martin's gauge, which was nine. I moved the right sticky note from 10 and placed it underneath Martin'due south estimate:

0 1 ii iii iv five vi 7 eight 9 1 0

"Which numbers are good guesses now?" I asked. The students were eager to estimate my secret number. They all seemed to know that they had narrowed information technology down to two possibilities: seven or eight. We concluded the game when Victor correctly guessed my number.

From a Second-Grade Classroom

As Robin Gordon's second graders watched, I quickly drew a line on the board with 0 above it at the left stop and 50 above it on the correct end. I too wrote an X above the line, eyeballing where my hugger-mugger number, nineteen, might be.

0__________X__________50

"I'1000 thinking of a number and my number is where the X is on this number line," I told the course. "Is my number less or greater than fifty?"

"Less!" answered the students. This seemed pretty obvious to them. I then asked, "Is my number less or greater than x?"

"Information technology's closer to 10, because ten is close to zero and far abroad from fifty," River observed. Next, I located the number 10 on the number line:

0_____ 10_____✕______________50

"Now that you know where x is on the number line, talk with a partner and try to guess my number," I told the class. Every bit partners discussed, I quickly circulated, listening to students and making sure that everyone was focused. Then I asked for the group'southward attention and called on Tanisha.

"I remember your number is fifteen, 'crusade it'southward close to ten."

"I think information technology's bigger than fifteen, maybe 16 or seventeen," Carlos said. "Where would twenty-five get?" I asked the course.

"Information technology'south correct in the eye of the number line, 'cause 20-five plus twenty-five is fifty," Beta explained.

"Does anybody agree with Beta? Does that make sense?" I asked. Students nodded their agreement and I wrote the number 25 halfway between the 0 and the fifty on the number line:

0_________ 10_____✕__25____________ 50

"At present what do you lot know about my number?" I asked. "It'south betwixt 10 and twenty-five," Tana said.

"In a whisper vocalisation, tell me what you retrieve my number is," I directed. I listened advisedly to students' guesses to bank check for reasonableness. The guesses I heard ranged from fourteen to twenty. Finally, I revealed my secret number to the class, which was xix.

When I repeated this activity on subsequent occasions, I varied it, sometimes writing 0 and 100 on each end of the line and then locating an 10. Also, I sometimes gave clues to give the students practice with other ideas besides, varying their difficulty according to the students' abilities: My secret number is an odd number. My hush-hush number is an even number. The number ends with a null. You tin can land on the number when you count by twos, fives, or tens.

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Source: https://mathsolutions.com/ms_classroom_lessons/guess-my-number/

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