## Reflection: Diverse Entry Points Manipulation Central - Section 2: Practice, Practice, Practice

It would be great if all students progressed at the same rate, or understood things the same way, but as teachers we know that this is not ever the case. Each student processes material differently and makes connections to prior knowledge in a different way. It is our job to scaffold new ideas onto previous learning.

In this lesson some of the children had been struggling with the concept of tens and ones. They knew the terms, but still were not clear about why the digit in the tens place could not be added to the digit in the ones place. The tens frames made this very clear. It was exciting to watch the students quickly count out the tens and then the ones, and realize if they had more than 10 ones on the frame, they could count those as an extra 10 and then put the ones with it to form a 2 digit number.

Students need to see things in different ways. For some children this just made sense. We need to make sure that we present things in different ways if we want all children to understand what we are trying to present.

Understanding Ones, Tens and Hundreds
Diverse Entry Points: Understanding Ones, Tens and Hundreds

# Manipulation Central

Unit 12: More Complex Numbers and Operations
Lesson 5 of 10

## Big Idea: Not everyone solves a problem in the same way. Reinforcing that different strategies can be used effectively is the goal of this lesson.

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Standards:
Subject(s):
Math, Number lines , Number Sense and Operations, Manipulative Skills, addition, subtraction, base ten, ten frame
60 minutes

### Beth McKenna

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