Valid numbers

This title describes the logical math learners.  Math is logic.  It is an automatic strength for these students.  They are wired to think in a linear way.  They need organization , step by step processes and orderly surroundings.  Usually engineers, scientists, doctors, computer programmers, accountants and researchers are strong logical learners.  Two of the above noted are Albert Einstein and Bill Gates.

The very young valid number learner asks a  lot of questions.  They like to count.  They like to figure things out.  Teachers should model this reasoning ability in multiple ways.  A problem solving strategy could take the form of a story that ends in a question that is acted out.  This action and way of thinking as we retell what we did and how the answer was discovered can be practiced over time before it is committed to writing numerals on paper.

Math vocabulary and language can be incorporated as you solve the problem if you are taking something away (e.g. subtraction, difference ) or putting it altogether (e.g. addition, sum ).  this student will learn better with visual materials and hands on projects.  Computer games and learning activities with accelerated challenges will be very attractive to this student.  Repeating patterns are natural for this student.  Growing patterns is a challenge an early primary student will enjoy.  Counting comes easy.  Number sense is a pattern so this sequence is interesting and appealing to the logical learner.  We always start with the hundreds board!

The older primary logical learner enjoy valid number puzzles, brainteasers and games of strategy.  Chess could be introduced to a seven or eight year old.  These students have a good sense of how numbers affect and relate to each other.  They are interested in gathering information about a problem and then brainstorming.  When given an assignment, these students need a well-defined goal based on math reasoning in order to access their ordered, categorized thinking.  Just as we pretend play in early primary, the older students can access the same skills by playing "detective".  This time the results will be recorded using valid numerals and probably record findings with graphs or charts to categorize results.

Early Primary Logic Activity

Since we know that these learners love patterns and sorting, here is an inexpensive and colorful way to get this started.
-  Fall and sometimes yearly, drug stores and $1.00 stores sell large round plastic platters that are sectioned.
    There is usually a round area in the middle and maybe four sections.  These are typically used for outdoor
    eating.  They are excellent for sorting.  They usually come in brilliant colors. One platter could work with
    two or three small children.
-  Also at the same store you can find bags of foam shapes, bags of just about everything.  For example,
    look for the colorful and relevant items for the season.  It may be dinosaurs, Fruit, vegetables,          
    bingo counters come in different colors and are wonderful for many activities.
-  You may already have manipulives that will work.(numbers or number blocks)
    These same manipulitives can be used to create a repeating pattern.  Make a pattern of four different
     things and say them out loud.  Ask, "What will come next?" Continue this on then make the pattern
  longer. After this is mastered, you can graduate to "growing" patterns.

Older Primary Logic Activity 

We know the valid number learner needs to be precise, and use mental calculation.  This can be accomplished by practicing step by step math processes with logical numbers to increase critical thinking.

After the math problems are in language, give the students tips for understanding.  This is how we give the steps for solving.  It can be committed to a math journal with the second example, numbered steps for solution, illustrated and explained in their own words.  Read a question from the board.  Read again and highlight or underline the Key words that tell the operation ( information the child needs in order to solve the problem ).  Discuss or point out that there may be words in the problem that are not needed to solve the problem.  Cross or line those words out. Point out that the words or math vocabulary will tell you what operation is needed  The problem may be using one or more steps.  Like with younger students, this may be acted out or aided by the use of manipulatives.

l.

The logical learner is doing most of the work in his head.  Repeat this process with a new example that will require the students to work with partners or in small groups. They will use the same steps.  This time they will record their steps and learning in their math journal.

These students who collect and organize data enjoy board games.  Goals are defined - there are rules.  Logical learners are quick to find what numbers or combinations which are equivalent.