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One student might see five at the top, four in the middle, and five on the bottom (adding 5 + 4 + 5 = 14 eggs). Next ask, “How would you count the eggs in the picture?” Encourage them to verbalize how they count the eggs. They might say it’s an egg carton, and that some eggs are missing. Now show the photo to students and ask them what they notice and wonder.
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Take a look at the photo of a carton of eggs above. To help students make sense of the math you’re asking them to do, use pictures of quantifiable objects to create easy entry points. Word problems and counting can be difficult, and teachers have long used pictures to provide another way to access numerical data. We need to help our students actually see math all around them. The focus is no longer on who calculates answers the quickest, it is on true understanding. Like the children who appreciated Picture Picture, our students can get excited about math with pictures and images, and using pictures changes who is perceived as being good at math: We can show students that math isn’t about just algorithms and shortcuts-it’s about seeing patterns and applying what we know to what is seen.Įspecially now, when virtual lessons are becoming more prominent in education, using pictures highly engages children. This visual routine worked well for the young audience, and many teachers continue to use pictures with older students to enhance their lessons, as I do frequently with math lessons. If you grew up watching Mister Rogers’ Neighborhood, you might remember Picture Picture, the motion picture and slide projector that Fred Rogers would use to explain things like how crayons are made with visual aids.