## Reflection: Student Ownership More than 100 - Section 3: Recognizing Patterns

We talked about patterns in numbers all day today. Students noted the patterns they were finding. They shared these patterns with each other. All of a sudden, near the end of class one student raised her hand excitedly. I called on her and she said, "did you know the numbers in the tens place go 4,4,4,4,4,5,5,5,5,5,6,6,6,6,6 but in the ones place they go 2,4,6,8,0 ?" She had been part of the discussion all during math, but suddenly she discovered the pattern on her own, almost oblivious to all that people had been discussing around her.

Sometimes we think that what we are saying is helping kids to figure things out. We explain and they "get it". But that is often not the case. Just because we teach something, students don't always understand it. They have to be developmentally ready to take in what we are sharing, and they need to make a connection to their own learning. We are helping students all the time to scaffold new learning onto old (Vygotsky's theory of learning), but we can't make it stick. Students have to discover things on their own. I had built many place value bridges, but today, this child finished the bridge for herself and saw something new about patterns of numbers.

You have to find it yourself
Student Ownership: You have to find it yourself

# More than 100

Unit 7: Place Value
Lesson 1 of 5

## Big Idea: Understanding numbers above 100 and the patterns that are created will help students build a stronger understanding of larger numbers.

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50 minutes

### Beth McKenna

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