## Reflection: Pacing Mental Math with Place Value - Section 2: Active Engagement

When I plan and teach a lesson where there are two or more objectives, I try to break it down for the students.  While they were working on their prompt, I encouraged them to just focus on their strategies and their solutions.

Then I guided them to go back and write in words what they did and circle the vocabulary terms they used.

I find stepping through the lesson this way not only takes a bit of stress away from the students, but it also teaches them to be organized, focused on one task at a time and I find the quality of work much higher. Finally, it is “spreading” the cognitive load  by having them first work with the numbers, and then rely on the numbers to scaffold them into writing.

Pacing is crucial when working with young students. We never want math, or any learning, to feel overwhelming. It is all about breaking down the steps and being organized.

When To Add In the Second Step
Pacing: When To Add In the Second Step

# Mental Math with Place Value

Unit 9: Place Value
Lesson 1 of 10

## Big Idea: It is imperative that students have a strong understanding of place value in order to complete and communicate any given math task. This lesson invites them to re-explore strategies they have created prior to teaching standard algorithms.

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Standards:
Subject(s):
Math, Place Value, Number Sense and Operations, addition, subtraction, math journaling, model with math, equivalencies, Mental Math
40 minutes

### Michelle Marcus

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