## Reflection: Advanced Students Equal Amounts - Section 3: Closing

I asked the students if the expanded form of a number could be the same as the number itself. I also asked students if I measured something and found it to be 3 inches and someone else found it to be 8 centimeters, could this be possible?

When I looked at student journals after students had finished I could see a great difference in student understanding. Some children wrote yes or no, but were unable to explain why they put the yes or no. You can see that in the example of a student who showed less understanding. If you look at the other example, you see a child who was able to grasp the idea of equal but having different names, and she was able to explain her thinking

By using student evidence of thinking as an informal assessment, I am seeing that there are two distinct groups of students in my classroom. There is a group that can reason in mathematical terms and explain their thinking, and there is a group for whom mathematical reasoning and understanding of basic concepts of number is still weak.

As I teach, I need to be aware of these two groups and how I can support their learning so that they can all be proficient with the standards set forth in the Common Core.

Advanced Students: Differences in Mathematical Thinking

# Equal Amounts

Unit 2: Adding and Subtracting the Basics
Lesson 13 of 18

## Big Idea: Students are expected to grasp that measuring the same object with different units can yield a different number, but represent the same quantity.

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55 minutes

### Beth McKenna

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