## Reflection: Shared Expectations Walking the Number Line - Section 3: Practice

The students have now been in the class for about a week. They have been talking about classroom rules and procedures each morning. We have not yet written a set of class rules together. I usually wait about 2 weeks before doing this.

We have been reviewing "my" rules and expectations. I started independent work by reviewing classroom rules for working quietly. I reminded students that while I work with a group, they need to work at their seats quietly. We reviewed some strategies to use if they are stuck, such as asking a friend at their table. If the friend doesn't know, skip that problem and go on to the next one.

I also remind students that if they finish and they've checked their work, they may read as I have not yet put out extra math choices. I ask for a volunteer to echo back what I just said, explaining what to work on and what to do when when the math work is done. I kept the independent work time short, so that students could maintain their concentration on their work.

It is important to start with small blocks of independent time and build up so that students can be successful and understand what is expected of them. You want to establish independent work times with students so that you can support those children who may need a different type of activity, or support. Small group and individual work help to meet the needs of all students, whereas all whole group activities can miss the needs of the quieter or more confused students.

FIrst TIme with Small Work Groups
Shared Expectations: FIrst Time with Small Work Groups

# Walking the Number Line

Unit 1: What and Where is Math?
Lesson 5 of 9

## Big Idea: The number line is a powerful math tool students can use to model their thinking when solving addition and subtraction problems.

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Standards:
Subject(s):
Math, Measurement, Measurement and Methods, model, number line, addition, subtraction
50 minutes

### Beth McKenna

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