Reflection: Diverse Entry Points Larger Distances - Section 1: Warm Up

 

As I circulate around the room I am looking for how students sequence the numbers. Do they recognize place value - are they comparing hundreds with hundreds, tens with tens, ones with ones? Do they realize that when two numbers have the same number of hundreds, they need to compare the ten's place digits? Do they see the difference between 2 numbers such as 631 and 136?

By checking with students, I am able to see if there are students who still do not have a firm grasp on place value concepts. When I identify these students, I plan a time when I can pull them aside in a small group and work with place value, possibly returning to the use of base 10 blocks, or popsicle stick tens bundles to reinforce the concept.

Common Core Standards stress the importance of place value in second grade and I know that students who do not develop a strong understanding of place value will have greater difficulty as they encounter more advanced mathematical concepts.

  Watching for Misunderstandings
  Diverse Entry Points: Watching for Misunderstandings
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Larger Distances

Unit 14: Length
Lesson 5 of 9

Objective: SWBAT sequence numbers in the thousands.

Big Idea: Common Core standards expect second graders to be able to work with numbers to 1,000. This lesson introduces larger numbers (even beyond 1,000) to extend student understanding of the patterns in numbers.

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