Reflection: Real World Applications Counting Bugs - Section 2: Sharing Our Findings.


When students returned inside with their bug data, I asked them to find a way to display their data for the rest of the class to see. I asked them how they might share it, and students suggested graphs, pictures, numbers and lines for each bug with numbers on them (a table?).

I put out materials and let each group begin. As I walked around and listened I heard several groups saying things like, "we have so many bugs with legs, how are we going to fit them all on?" And a partner replying, "maybe we should count by tens." One of these groups started putting numbers up the side of a paper and told me that they had over 100 bugs so they were going to count by tens. They drew lines and created a graph by tens. 

Another group started drawing bugs with legs across the top of the paper. They had many tally marks on their paper, but only drew 8 bugs. When I asked how they were sharing their data, they replied that each bug was really 10 bugs, and they wrote 10 on the center of each bug. When they had a number such as 27, they labeled the last bug as only 7. They showed me that they had bundles of ten and 7 more.

Students are beginning to internalize bundles of ten and the concept of place value for tens and ones. This is foundational to many of the Common Core standards that rely on place value for adding and subtracting. 

  Using What Students Know
  Real World Applications: Using What Students Know
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Counting Bugs

Unit 2: Adding and Subtracting the Basics
Lesson 5 of 18

Objective: SWBAT use math tools and drawings to count bugs in their natural environment and then represent the findings to share with others.

Big Idea: Students need to experience real life math situations. They also need to become comfortable sharing their understandings with others.

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