Reflection: Routines and Procedures Shake, Spill, & Slide 10s - Section 2: Guided Practice


Building in the stipulations about what constitutes a good “shake” and how we absolutely cannot flip the counters over ourselves are critical to this lesson.  Otherwise, kids will have the exact same number combinations again and again, or they will deliberately be creating their number combinations, taking away the element of chance and to some extent, the “fun” of this lesson. 

Procedures are so important, and if I’m going to take the time to teach them, I need to do my best to teach them well.  I command the students’ attention when I’m teaching procedures, and I elicit a lot of feedback and do all those “teacher skills” that would be typically saved for the content portion.  I’m terrible!  I call on kids who might possibly be gazing off or not fully engaged, I am constantly in motion, lingering by the biggest turkeys, getting the kids to repeat procedure and explain why we do things the way we do.  If I don’t, I know that no amount of great content will overcome poorly explained procedures and my lesson will go from fun and engaging to confusing and chaotic.  I’ve made that mistake, so I get picky about the “what”s and the “hows” like how to shake the counters and where to move the red counters.  It takes some extra time, but it”s worth it.

  Getting specific about procedures
  Routines and Procedures: Getting specific about procedures
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Shake, Spill, & Slide 10s

Unit 10: Decomposing Numbers
Lesson 4 of 12

Objective: SWBAT work with 2-colored counters to create different combinations for 10.

Big Idea: Sometimes, it's something simple like shaking manipulatives that makes a complex activity accessible and fun. Kiddos have so much fun practicing ways to make 10!

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