Reflection: Developing a Conceptual Understanding Tallying it Up - Section 2: Collaborate


As I assessed students' work-samples, I noticed a common error.  Several students were organizing six to a bundle as opposed to five.  To clear up this misconception I used a small group setting to re-teach. I asked students to recount the number of tally marks by ones (have them to mark each line as they count to make sure they were counting correctly). Then, I had them to write the number out beside each tally mark.  I ask them what they noticed about the number they counted and the number each tally mark represented.  

To reaffirm their learning, I ask students to tell me what number each tally mark represented? Most of them said five and corrected their problems.  However, some students were unable to correct their mistakes.  I had them to repeat the given task until a level of understanding was reached.

  Developing a Conceptual Understanding: Student's Work Sample
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Tallying it Up

Unit 1: Numbers & Operation in Base Ten Grade 2
Lesson 9 of 10

Objective: SWBAT generate data flipping coins, record the data using tally marks, and count the tally marks by skip counting by fives.

Big Idea: In this collaborative lesson students will use "Head, or Tails" to learn how to tally count by fives and add on left over numbers.

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13 teachers like this lesson
Math, Number Sense and Operations, explain, precision, discussin, skip counting
  60 minutes
images 4
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