## Reflection: Advanced Students Plus Ten Minus Ten - Section 3: Playing the Game/Independent Practice

At this point in the year it becomes more and more obvious that all students do not learn or progress at the same rate. When I introduced adding ten to a single digit number using base ten blocks, about 2/3 of the class already knew the pattern. The other third of the class needed the blocks to show what they were doing.

When we moved to the game, the group that understood could easily think of ten less than a number. Some of the students who were struggling had trouble even writing the numbers from 11 - 19 correctly, and identifying which place (which digit) to add the 10 to.

Differentiation for a variety of learners is crucial to a students' feelings of success with math. If a student always works with students who are far above them, they begin to give up and develop an attitude that they can not do math (like the child a few weeks ago who told me she doesn't do subtraction.) If students are working with other struggling students, they see that they are not the only one who is feeling lost, and they don't get as discouraged.

I try to always have at least 2 levels of independent practice for a lesson so that I can support both the struggling learner and the advanced learner.

Not All in the Same Place
Advanced Students: Not All in the Same Place

# Plus Ten Minus Ten

Unit 2: Adding and Subtracting the Basics
Lesson 11 of 18

## Big Idea: To help students develop fluency skills with adding and subtracting numbers within 100. A variety of strategies need to be presented to encourage students to think mathematically.

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70 minutes

### Beth McKenna

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