Reflection: Numbers Have Patterns - Section 3: Practice

 

As I watched the students read the number off of the number grid, take the base 10 blocks and build the number, I found several students who read the number 53 and took 5 ones blocks and 3 tens blocks. These children did not have a concept of the place value of each digit within the numbers. I worked with them to talk about tens and ones and to decide which number meant to take the tens blocks and which to take the ones. 

I was surprised that at least 3 of the children in the room, (not those with identified special needs) did not know the difference between 53 and 35. This is a basic skill that should be in place before second grade. Without this basic understanding, any later work with numbers lacks meaning. These children do not have the basic foundations in place value or the relationship between the numeral and a quantity. This will need to be addressed with targeted instruction. 

It is so important to work with small groups so that these misunderstandings can be identified and retaught before children are asked to do more complex tasks. 

  Informal Assessment
  Informal Assessment
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Numbers Have Patterns

Unit 3: Sensible Numbers
Lesson 2 of 6

Objective: SWBAT identify the patterns of numbers to 100 on a hundreds chart and use words to describe the pattern they see.

Big Idea: Mathematics is known as the science of patterns. When students are able to see that numbers are predictable, it is easier for them to grasp what the digits in numbers stand for.

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Standards:
Subject(s):
Math, Number lines , Number Sense and Operations, Hundreds Grid, number patterns, counting
  60 minutes
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