Developing Relational Thinkers
29 Followers
Caneyville, Kentucky, United States
About the store
Hello,
My name is Scotty Bratcher. I’m happily married to mybeautiful wife, Melinda with two children. This is currently my 26th year in the teaching profession. For the first 8 years of teaching, I taught 4th grade. Over those 8 years, I noticed that my students didn’t know their basic math facts and lacked number sense.
In 2007, our school was awarded a Mathematics Achievement Fund grant from the Kentucky Department of Education and I jumped at the chance to help struggling students with math as an interventionist. Over the course of 10 years, I have recieved more than 200 hours of focused training in numeracy and early number. I became an AVMR teacher, Math Recovery Intervention Specialist, AVMR Champion, and SNAP facilitator through trainings from US Math Recovery,
I have been fortune to be able to work face to face with some of todays’ great mathematics innovators and researchers like Dr. Robert Wright (Math Recovery) and Cathy Fosnot (Young Mathematicians at Work). In addition, I have worked with the Kentucky Center for Mathematics as an interventionist and a professional learning experience facilitator.
Lastly, I developed and presented a professional development series for the Grayson County Board of Education. This PD series, Developing Relational Thinkers, contains 5 individual sessions:
Structuring Numbers
Addition/Subtraction Strategies
Higher Decade Addition/Subtraction
Conceptual Place Value
Early Multiplication
Read moreStore categories
All resources
Conceptual Place Value Problem Strings
Conceptual Place Value•Students build on their informal arithmetical reasoning based in number word sequences and quantities •Stays in touch with the students’ common sense about multi-digit numbers •Challenges students through problem-solving and their common sense is advanced •Students can and should become proficient in CPV before tackling Conventional/Traditional/Positional place value Always use visible bundles(tens) and sticks(ones) in each section, first. Then move to screened materials
1st - 3rd
Math, Mental Math, Place Value
Complete K-3 Scooch'em Bundle
The Complete K-3 Scooch'em Bundle includes 45 Scooch'em games that cover: Numeral Id to 6 (dot pattern and numerals)Numeral Id to 10Numeral Id-Teen numbersNumeral Id to 20Numeral Id- Decade numbersMake 5 (5-frame and numerals)Bare Number Facts to 5Make 5 missing addendNumber FamiliesNext 10 AfterNext 10 before5- plusMake 10- frames and numeralsMake 10 Missing AddendDoublesNear DoublesHalf, Quarter, and Whole10-plusMake 20- NumeralsMake 20- Missing AddendMake 100Make 100 with 5's100's number afte
PreK - 3rd
Basic Operations, Math, Mental Math
CCSS
K.CC.A.1
, K.CC.A.3
, K.CC.B.5
+17
3rd Grade Scooch'em Bundle
The 3rd Grade Bundle includes 15 Scooch'em games that cover: ArraysMultiples of 2, 3, 4, 5, 6, 7, 8, 9, 10, 11, and 12Round to Nearest 10Round to Nearest 100Round to Nearest 1000Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertica
2nd - 3rd
Basic Operations, Math, Mental Math
CCSS
3.NBT.A.1
, 3.OA.A.1
, 3.OA.C.7
Scooch'em 1st Grade Bundle
The 1st Grade Bundle includes 10 Scooch'em games that cover: Number FamiliesNext 10 AfterNext 10 before5- plusMake 10- frames and numeralsMake 10 Missing AddendDoublesNear DoublesHalf, Quarter, and WholeScooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a r
K - 1st
Basic Operations, Math, Mental Math
CCSS
1.NBT.B.2
, 1.NBT.B.2a
, 1.NBT.B.3
+5
SCOOCH'EM Make 20 (2.OA.2)
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This game addresses skills and thinking needed for standard 2.OA.2. Students may be allowed to use perceptual objects
2nd - 3rd
Math, Mental Math, Numbers
CCSS
2.OA.B.2
2nd Grade Scooch'em Bundle
The 2nd Grade Bundle includes 9 Scooch'em games that cover: 10-plusMake 20- NumeralsMake 20- Missing AddendMake 100Make 100 with 5's100's number after100's number before2, 3, and 4 shares with squares/rectangles2, 3, and 4 shares with circlesScooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of t
1st - 2nd
Basic Operations, Math, Mental Math
CCSS
2.NBT.A.4
, 2.NBT.B.5
, 2.NBT.B.7
+3
Structuring Number: Developing Number Sense
Instructional guide that includes materials for students to build prior knowledge needed to progress from hands-on concrete thinking to advanced abstract thinking resulting in becoming fluent to 5 and 10. The guide also includes key critical questions at each level to further development of number sense. Blackline masters should be printed on cardstock, laminated, and cut out to create cards for flashing. This guide should also be supplemented by repeated activities such as SNATCH-IT and SCOOCH
K - 2nd
Math, Mental Math
CCSS
K.OA.A.1
, K.OA.A.5
, 1.OA.C.6
Scooch'em Kindergarten Bundle
The Kindergarten Bundle includes 11 Scooch'em games that cover: Numeral Id to 6 (dot pattern and numerals)Numeral Id to 10Numeral Id-Teen numbersNumeral Id to 20Numeral Id- Decade numbersMake 5 (5-frame and numerals)Bare Number Facts to 5Make 5 missing addendScooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters
PreK - K
Basic Operations, Math, Numbers
CCSS
K.CC.A.1
, K.CC.A.3
, K.OA.A.5
SCOOCH'EM Make 5 (5 frame Version)
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This game addresses standard K.OA.5. Students may be allowed to use perceptual objects (counters, rekenreks, 5-frames,
K - 1st
Math, Mental Math
CCSS
K.OA.A.5
SCOOCH'EM Make 10 (10 FRAME VERSION)
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This game addresses skills and thinking needed for standard 1.OA.6. Students may be allowed to use perceptual objects (
1st - 2nd
Math, Mental Math
SNATCH-IT Combinations/Partitions to 5
* Deal each player ( up to 4 players) one card
* Player figures out how much is needed to add up to 5 Ex- Player is dealt a 3, player needs a 2 to make 5, 3+2=5
* The dealer will then start placing cards, one at a time in the middle of the table. Each player will be looking for the card that makes 5 with the card dealt to them. When a player sees the card needed, they try to snatch it before another player gets it. If two or more players are grabbing for the same card, the first player to to
K - 1st
Math, Mental Math, Numbers
SNATCH-IT Combinations/Partitions to 10
* Deal each player ( up to 4 players) one card * Player figures out how much is needed to add up to 10 Ex- Player is dealt a 3, player needs a 7 to make 10, 3+7=10 * The dealer will then start placing cards, one at a time in the middle of the table. Each player will be looking for the card that makes 10 with the card dealt to them. When a player sees the card needed, they try to snatch it before another player gets it. If two or more players are grabbing for the same card, the first p
1st - 2nd
Math, Mental Math, Numbers
CCSS
1.OA.C.6
Scooch'em Numeral ID Bundle
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This bundle includes 6 different Scooch'em game boards: Modified Regular Dot Patterns to 6 Regular Dot Patterns to 6 Nu
PreK - 1st
Math, Numbers
CCSS
K.CC.A.3
Memory to Five and Ten (Bare Number Facts)
Memory game designed to help students memorize bare number facts 0-5 and 0-10.
K - 2nd
Basic Operations, Math, Mental Math
CCSS
K.OA.A.5
, 1.OA.C.6
SCOOCH'EM Make 5 (K.OA.5)
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This game addresses standard K.OA.5. Students may be allowed to use perceptual objects (counters, rekenreks, 5-fra
K - 1st
Basic Operations, Math, Mental Math
CCSS
K.OA.A.5
SCOOCH'EM Make 10 (1.OA.6)
Scooch’em is designed to be played in a small group setting of 2-5 players. For instructional settings with limited time, each player should only have 3 counters. If time is not too restricted or limited, each player can play with 4 counters. The object of the game is to place all counters in a row: horizontally, vertically, or diagonally. The first player to achieve this wins. This game addresses skills and thinking needed for standard 1.OA.6. Students may be allowed to use perceptual objects
1st - 2nd
Math, Mental Math, Numbers
CCSS
1.OA.C.6
SNATCH-IT Numeral ID to 10
Card game designed to help students identify numeral 0-10
Directions:
The dealer will then placing cards, one at a time in the middle of the table. Each player will be looking for a zero card. When a player sees a zero card, they try to snatch it before another player gets it. If two or more players are grabbing for the same card, the first player to touch the card is awarded the card. Once a player gets zero, she/he will be now look for the one card while the rest are still looking for a zero
K - 1st
Math, Numbers
CCSS
K.CC.A.3
Showing 1-18 of 18 results
About the store
Experience
Hello,
My name is Scotty Bratcher. I’m happily married to mybeautiful wife, Melinda with two children. This is currently my 26th year in the teaching profession. For the first 8 years of teaching, I taught 4th grade. Over those 8 years, I noticed that my students didn’t know their basic math facts and lacked number sense.
In 2007, our school was awarded a Mathematics Achievement Fund grant from the Kentucky Department of Education and I jumped at the chance to help struggling students with math as an interventionist. Over the course of 10 years, I have recieved more than 200 hours of focused training in numeracy and early number. I became an AVMR teacher, Math Recovery Intervention Specialist, AVMR Champion, and SNAP facilitator through trainings from US Math Recovery,
I have been fortune to be able to work face to face with some of todays’ great mathematics innovators and researchers like Dr. Robert Wright (Math Recovery) and Cathy Fosnot (Young Mathematicians at Work). In addition, I have worked with the Kentucky Center for Mathematics as an interventionist and a professional learning experience facilitator.
Lastly, I developed and presented a professional development series for the Grayson County Board of Education. This PD series, Developing Relational Thinkers, contains 5 individual sessions:
Structuring Numbers
Addition/Subtraction Strategies
Higher Decade Addition/Subtraction
Conceptual Place Value
Early Multiplication
Teaching style
Mathematics should be fun! I teach mostly through interactive games that promote conceptual understanding and fluency.
Awards & shining teacher moments
Selected as a KEA representative on the Kentucky Committee for Mathematics Achievement in 2015.
My own education history
I attended Western Kentucky University as an undergraduate and also as a graduate in Elementary Education. I completed the requirements for Math Recovery Intervention Specialist as well as becoming a Math Recovery AVMR Champion.
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