Reflection: Student Grouping Constructing Tens and Ones - Section 3: Student Work Time and Strategy Share

 

One of the major emphases of Common Core is for students to be able to collaborate, give each other feedback and learn from each other. This is also a large part of the Speaking and Listening standards within ELA. I have found that the collaborative conversation is especially beneficial in times of misconception. These conversations also encourage students to construct viable arguments and critique the reasoning of others (MP3).

During this lesson, I had one student with an unexpected misconception. After counting all the cubes, she concluded that there were 45. When she began to group the cubes by tens, I noticed her model showed 3 tens and 6 ones. After prompting her, I realized she had created "tens" out of 13 or 14 cubes each. She did not understand that the "ten" really meant 10 cubes every time. And that counting by tens really means continuously adding ten. I didn't anticipate this misconception after the many discussions we had about tens.

I started to talk with her about how she grouped her cubes when I realized that her table group also noticed her mistake. I almost totally missed an opportunity for the students to learn from each other! 

I group students intentionally during the lesson so they can work together; this interaction is a great example of how student grouping really does make a difference.

You can watch a video of this interaction-it is attached to the Inpendent Practice section!

  Working Together, Learning Together
  Student Grouping: Working Together, Learning Together
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Constructing Tens and Ones

Unit 2: Count to 100 Every Day!
Lesson 9 of 13

Objective: SWBAT count large quantities of objects. SWBAT construct tens and ones out of a large quantity of objects.

Big Idea: Students get hands on, minds on experience with counting, while also constructing understanding of tens and ones.

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another way of grouping
 
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