Reflection: Checks for Understanding Ways to Make 9- A Lesson on Decomposing - Section 3: Practice

 

During the small group lessons, the two most common errors I have seen are:

-Students not creating two separate groups with their manipulatives.  They use the manipulatives from the first group to create the second group.  (For example when reading a word problem such as "Jimmy has 2 cookies and Sammy has 4 cookies.  How many cookies do they have all together?"  I have some students who will put down 2 manipulatives and say there are Jimmy's cookies.   Then they count those and lay down two more as they say 3, 4 and say there are Sammy's cookies.)

-Students not counting all of the manipulatives to come up with a total.  They lay down the correct number of manipulatives and separate them into the two groups, but then only count one of the groups when solving the problem.

 

I have split the students into groups based on these errors so that we can focus on them during tomorrow's small group lesson.

  Most Common Errors
  Checks for Understanding: Most Common Errors
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Ways to Make 9- A Lesson on Decomposing

Unit 8: Addition
Lesson 16 of 21

Objective: Students will be able to decompose the number 9.

Big Idea: Students will learn what it means to represent a number in different ways and will begin to explore decomposing numbers.

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2 teachers like this lesson
Subject(s):
Math, addition, decomposing numbers, Critical Area
  55 minutes
number 9
 
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