## Reflection: Adjustments to Practice What Do I Need? - Section 1: An Animal Activity

When I taught this lesson I had a clear picture in mind of where I was going. I knew what I wanted children to be able to do. I made connections to prior learning about fact families early in the lesson and all was well. We worked together and gathered the information we needed. We wrote the number sentences. We used our math tools. Ok this is going great!

Suddenly students seemed to totally forget all that we had just done. They wrote random numbers, they couldn't remember which number to put where, they were not writing an addition and a subtraction sentence. They were totally lost.

Was it me? Probably. I moved too quickly to independent practice.

Sometimes we jump too quickly to that independent practice. In a group it seems that they get it, but then ... clearly they don't. Step back and move slowly.

If you are trying this lesson, keep the independent practice for another day. Do the work together. I would next time have numbers  on cards for the problems. I would use a model of the Big/Small/Small box. I would ask students to come up and place the numbers where they think they belong. I would have a student write each equation and then together we would choose a tool and try to solve the problem.

Next time it should be easier!

Isn't There an Easier Way?
Adjustments to Practice: Isn't There an Easier Way?

# What Do I Need?

Unit 11: The Numbers Are Getting Bigger
Lesson 9 of 15

## Big Idea: Which can run faster a deer or a dog? Can student detectives compare the animal facts and figure out what we know and what we are missing in a word problem?

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Standards:
Subject(s):
Math, Number Sense and Operations, addition, subtraction, solve problems, comparison
55 minutes

### Beth McKenna

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