[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-1-en-105":3,"doc-seo-239180-105":53,"doc-detail-239180-en":127},{"code":4,"msg":5,"data":6},0,"success",[7,14,19,24,29,34,39,44,49],{"id":8,"doc_module":9,"doc_module_name":10,"category_name":11,"show_sort_weight":12,"slug":13},11,1,"Template","Presentations",90,"presentations",{"id":15,"doc_module":9,"doc_module_name":10,"category_name":16,"show_sort_weight":17,"slug":18},12,"Resumes",80,"resumes",{"id":20,"doc_module":9,"doc_module_name":10,"category_name":21,"show_sort_weight":22,"slug":23},14,"Invoices",70,"invoices",{"id":25,"doc_module":9,"doc_module_name":10,"category_name":26,"show_sort_weight":27,"slug":28},15,"Posters",60,"posters",{"id":30,"doc_module":9,"doc_module_name":10,"category_name":31,"show_sort_weight":32,"slug":33},16,"Social Media",50,"social-media",{"id":35,"doc_module":9,"doc_module_name":10,"category_name":36,"show_sort_weight":37,"slug":38},17,"Forms",40,"forms",{"id":40,"doc_module":9,"doc_module_name":10,"category_name":41,"show_sort_weight":42,"slug":43},18,"Letters",30,"letters",{"id":45,"doc_module":9,"doc_module_name":10,"category_name":46,"show_sort_weight":47,"slug":48},21,"Paper Templates",5,"papers-templates",{"id":50,"doc_module":9,"doc_module_name":10,"category_name":51,"show_sort_weight":4,"slug":52},158,"General","general-158",{"code":4,"msg":54,"data":55},"ok",{"site_id":56,"language":57,"slug":58,"title":59,"keywords":60,"description":61,"schema_data":62,"social_meta":120,"head_meta":122,"extra_data":124,"updated_unix":126},105,"en","wanted-posters-2009-december-260a","Wanted Posters - 2009 December 260a","","Wanted posters are repurposed as a mathematics assessment and expression activity in grades 3–5, using whole numbers to prompt creativity and precise mathematical language. Students create wanted posters for self-selected whole numbers, applying number sense vocabulary and facts such as perfect squares, composite and prime numbers, factor pairs, and divisors. The classroom implementation models poster creation for 60, then students generate detailed phrases, mathematical and real-world examples, and teachers evaluate understanding and vocabulary use.",{"@graph":63,"@context":119},[64,80,102],{"@type":65,"itemListElement":66},"BreadcrumbList",[67,71,74,77],{"item":68,"name":69,"@type":70,"position":9},"https://docshare.wps.com","Home","ListItem",{"item":72,"name":10,"@type":70,"position":73},"https://docshare.wps.com/template/",2,{"item":75,"name":26,"@type":70,"position":76},"https://docshare.wps.com/template/posters/",3,{"item":78,"name":59,"@type":70,"position":79},"https://docshare.wps.com/template/wanted-posters-2009-december-260a/239180/",4,{"url":78,"name":59,"@type":81,"image":82,"author":87,"headline":59,"publisher":90,"fileFormat":93,"inLanguage":57,"description":61,"dateModified":94,"datePublished":95,"encodingFormat":93,"isAccessibleForFree":96,"interactionStatistic":97},"DigitalDocument",{"url":83,"@type":84,"width":85,"height":86},"https://docshare.wps.com/thumbnails/wanted-posters-2009-december-260a/239180.png","ImageObject",442,249,{"name":88,"@type":89},"Himbo","Person",{"url":68,"name":91,"@type":92},"DocShare","Organization","application/pdf","2026-10-16","2026-09-11",true,{"@type":98,"interactionType":99,"userInteractionCount":101},"InteractionCounter",{"@type":100},"ViewAction",10,{"@type":103,"mainEntity":104},"FAQPage",[105,111,115],{"name":106,"@type":107,"acceptedAnswer":108},"What is the core purpose of the Wanted poster activity in math class?","Question",{"text":109,"@type":110},"It helps students convey their knowledge of whole numbers creatively while using precise mathematical vocabulary and number facts.","Answer",{"name":112,"@type":107,"acceptedAnswer":113},"What materials do students need to complete their own Wanted posters?",{"text":114,"@type":110},"A copy of the template, blank paper, and markers.",{"name":116,"@type":107,"acceptedAnswer":117},"How does the teacher implement the activity before students work independently?",{"text":118,"@type":110},"The teacher models creating a poster for a specific number (e.g., 60), prompts students to generate vocabulary-based phrases, then students select different whole numbers and create their own posters.","https://schema.org",{"og:url":78,"og:type":121,"og:title":59,"og:site_name":91,"og:description":61},"article",{"robots":123,"canonical":78},"index,follow",{"doc_id":125,"site_id":56},239180,1790435332,{"code":4,"msg":5,"data":128},{"doc_id":125,"user_id":129,"nickname":88,"user_avatar":130,"doc_module":9,"category_id":25,"category_name":26,"doc_title":59,"doc_description":61,"doc_content":131,"file_id":132,"file_url":133,"file_type":134,"file_size":135,"view_count":101,"is_deleted":4,"is_public":9,"is_downloadable":9,"audit_status":9,"page_count":136,"language":137,"language_code":57,"site_id":56,"html_lang":57,"table_of_contents":138,"faqs":139,"seo_title":140,"seo_description":61,"update_tm":141,"read_time":76},687197100911,"https://ap-avatar.wpscdn.com/avatar/a000239b6f1da00475?x-image-process=image/resize,m_fixed,w_180,h_180&k=1785132997149421697","from the classroom  Amanda Lambertus, Karen Keene, and Helen Coats  \nWanted: your number sense  \nJill [Fromer/iStockphoto.com](Fromer/iStockphoto.com)  \nA throwback from the old Wild West offers a motivating opportunity for students to creatively express their mathematical understanding.  \n◗  \nBefore technology became so prevalent, wanted posters were a means that law enforcement officers used to communi-  \ncate information about alleged criminals. These posters depicted a sketch or a photograph of the wanted person; information regarding the person’s physical attributes, such as height, eye color, and appearance; alternative names that the person had been know to use; and the crimes for which they were accused.  \nToday’s modern version of such posters still line the walls of some post offices, and replicas from the old Wild West can be purchased or re-created on the Internet (see [www.tombstone1880.com/wildbill/interest.htm](www.tombstone1880.com/wildbill/interest.htm)[ ](www.tombstone1880.com/wildbill/interest.htm)[or www.glassgiant.com/wanted/](or www.glassgiant.com/wanted/)).  \nWanted posters offer a different purpose in the mathematics classroom: a method for students to convey their knowledge about whole numbers in a manner that invokes creativity and thought. The general idea for the Wanted poster activity originated from a book of projects and activities for students in grades 3–5 (Brunetto 1997). Imagine an assessment activity that mea-  \nsures what students know rather than what they do not know. Using the Wanted poster activity allows students to apply their number sense and mathematical vocabulary to specific numbers.  \nThe activity was implemented with a group of ten members of a fourth-grade Academically/Intellectually Gifted (AIG) pullout class atthe end of a unit covering whole-number sense and concepts as a means to assess students’understanding of whole numbers. Students had studied different concepts with connections to whole numbers, multiplication, and division facts: perfect squares, composite numbers, prime numbers, factor pairs, and divisors.  \nThe class was diverse in terms of gender and ethnicity. Two students were English Language Learners (ELLs). This activity allowed theELLsto practice their English skills with specific mathematical vocabulary.  \nGoals, materials, and objectives  \nStudents create wanted posters for a number of their choosing. They use precise mathematical vocabulary and whole-number information to describe in detail the number they select. To do the activity, they need a copy of the template (available online), blank paper, and markers. This activity helps teachers evaluate what students know about a specific number, if students can properly use new and previously learned mathematical vocabulary, and whether they can apply whole-number facts.  \nThe Wanted poster activity meets North Carolina’s Standard Course of Study Objective 1.01a, to develop number sense for rational numbers 0.01 through 99,999 by connecting “model, number word, and number using a variety of representations” (2003) . It also addresses the National Council of Teachers of Mathematics (NCTM) Number and Operations Standard for grades 3–5: All students should be able to “recognize equivalent representations for the same number and generate them by decomposing and composing numbers”(NCTM 2000, p. 148) .  \n260 December 2009/January 2010 • teaching children mathematics [www.nctm.org](www.nctm.org)  \nCopyright © 2009 The National Council of Teachers of Mathematics, [Inc. www.nctm.org. All](Inc. www.nctm.org. All) rights reserved.  \nThis material may not be copied or distributed electronically or in any other format without written permission from NCTM.  \nImplementation  \nFirst, the teacher modeled the activity for students, creating a wanted poster for the number 60 on the board with their assistance. She asked them to think about the number. Using a vocabulary list she had generated before class and based on their less","cbCairnqaSrgVlv6","https://ap.wps.com/l/cbCairnqaSrgVlv6","pdf",1020794,7,"English","# Goals, materials, and objectives\n## Implementation","[{\"question\":\"What is the core purpose of the Wanted poster activity in math class?\",\"answer\":\"It helps students convey their knowledge of whole numbers creatively while using precise mathematical vocabulary and number facts.\"},{\"question\":\"What materials do students need to complete their own Wanted posters?\",\"answer\":\"A copy of the template, blank paper, and markers.\"},{\"question\":\"How does the teacher implement the activity before students work independently?\",\"answer\":\"The teacher models creating a poster for a specific number (e.g., 60), prompts students to generate vocabulary-based phrases, then students select different whole numbers and create their own posters.\"}]","Wanted Posters - 2009 December 260a | PDF",1789144882]