Reflection: Developing a Conceptual Understanding Number of the Day - Section 3: Number of the Day: 10

 

While students are working you will notice that some of the kids will mostly use two addend addition equations.  However some may start moving to subtraction and addition equations with more than two addends.

As you are circulating, you should also look for the following:

How are students coming up with combinations that make 10?  Do they have a method or is it guess an check?  

Do they use cubes or fingers or other tools?  

Are they using subtraction?

Are they using more than two addends?

How are students record and notate their work?  Are they using correct notation?

I have included a sample of a student working on this task.  This way you can see who he explained his thinking of more than two addends.

  Developing a Conceptual Understanding: Observing Student Work
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Number of the Day

Unit 10: Working with Numbers, Operations, and Story Problems
Lesson 5 of 13

Objective: SWBAT generate equivalent expressions for a number. SWBAT use numbers and standard notation.

Big Idea: Brown Bear, Brown Bear, What do you see? I see many different 10s looking at me.

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