Inlet Classroom

Each number list is paired with a corresponding list that provides it with context and meaning.  There are lists of people, countries, animals and objects, for example. Once the kids know the basic topic, numbers and unit, they need to properly match the corresponding lists.

You have a choice to either provide the kids with the randomized list directly after the unit has been revealed or make them play for it a little longer.

If you choose the second option, you need to get them to create a preliminary list on their own.  For example, if the kids know that the numbers represent highest country populations, they then work together to generate lists of possible countries first.  I like to provide my students with maps that they can interpret here.  Great for the geography skills.  Be careful not to let them on their devices, however!  Too easy to cheat :).  I would print one out, use an atlas or project one on the board.

If you choose the first option, know that I always include a couple of extra bogus items on each list.  They should eliminate these first.  Again, play for points.  Then, they need to match up each item with a number. They should work in groups of course and sometimes they will still need help in the form of a map or a bit of extra information.

Time to compare results!  How close did they come?  It would be great if your expert created a flashy powerpoint for this stage.  Assign positive points for every correct match and negative points for every mistake.

Once the real list is revealed and kids have had a chance to see how close they came, they can dig into the story a little further. For example, once the kids know the GDP of various nations, they should be introduced to wealth sharing percentages. It creates a fuller, more complex picture. They should have a chance to ask and wrap their heads around possible answers. Why are there two completely different lists for the top 10 box office earning movies of all time? Why are civilian casualty numbers for World War 2 rounded to the nearest thousand? How did they determine world populations ten thousand years ago? They say that numbers don’t lie, but how can we trust them for sure?

These are all interesting and important questions. Stoke your students’ enthusiasm the best you can during this phase. Pay close attention to conversations, mining them for insights and questions. Be curious yourself. This is my favourite part and will be your’s too.

Show students the raw numbers randomized in a list. Their first job is to simply organize and break these numbers down a little.

Here are some tasks to build number sense:

• Order them.
• Provide word forms.
• Expand them.
• Explain the place value of each digit.
• Represent them using blocks, base 10 material or paper.

I wouldn’t necessarily get your students to do all of these tasks all of the time.  Some of them are necessary (ordering, word forms), but others can be used as you see fit.

Handy tip: after students have built the numbers, they should take a photo with their devices and link it to their work.

Game Time!

Once the kids feel comfortable with the numbers, they’ll need to determine the topic. This is where your experts come in. If you like, play a little 20 questions as a class. The experts can only answer yes or no to these questions. Keep going until the topic is uncovered!

You can play teachers vs kids for points.  If they hit 20 questions without guessing the topic, the teacher takes a point for every question over 20.  Kids get points for the number of questions left until they reach 20 questions.  I would introduce integers this way.  Everyone starts at zero.  Kids points have a positive value, teacher points have a negative value.  Track points using two different number lines.  Kids know how many point they have by adding the negative points to the positive points.  Anyway, a little friendly competition is always fun!  Keep track of the points over time. You determine the prize (I like a fun game outside).

Story Details!

Once the topic is uncovered, the kids need to revisit the numbers. Any thoughts on what these numbers are describing? The kids can brainstorm in groups.  Compare ideas in a class discussion.  Dollars? Grams? Might some numbers actually represent percentages? What makes the most sense? Again, you can play for team points.  The class can decide how certain they are about their answer.  Very certain? They can risk a larger number of team points.  Not as certain?  Risk fewer.  If they are wrong, the teacher collects what the class risked.  Get your expert to reveal the unit!