Understand that numbers have different meanings
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Students learn that the meaning of a number dependent is on the situation in which the number is placed.
K.CC.B.4
Students see numbers in all kinds of situations around them. These numbers, depending on the situation, can have different meanings. It is important for students to know what numbers mean in different situations.
Look at the picture of the house and ask students if they know their house number. Discuss that houses have a house number so that people, like the mail carriers, can find them.
Show different images with numbers and describe what the numbers mean. First a speed sign, with X on it, an ice-skater with a stopwatch with 30 on it, a board game where 11 has been thrown, and a map of a zoo with numbers next to an animal. Practice with students at the interactive whiteboard and ask them to drag the correct image to the number that fits the situation. A couple will bike 15km per hour, not 15 bikes, 15 stairs, etc. A house is 7 meters high, you don't see 7 houses. And the boy walks 60 meters higher, you don't see 60 mountains.
Check that students understand that numbers have different meanings in different situations by asking the following questions:
Who can name an example that contains the number 8?
Does 5 trees mean the same as 5 years?
Practice reading numbers with sizes and time, what numbers on a bus mean, and dragging numbers to the right box.
To check that students understand that numbers can have different meanings do another exercise. A boy runs up a hill and the students must give the right meaning to the number 60. As closing you can act out the meaning of numbers. Students may show 15 cm with their hands, pretend to ride a bike at 15kph and the whole class together can create house number 15.
Students who have difficulty understanding difference can be encouraged to think about their own age, and where that number can be found elsewhere, and how their age is not the same as the number in a different context.
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