Reflection: Developing a Conceptual Understanding Tallying it Up - Section 2: Collaborate


As I assessed students' work-samples, I noticed a common error.  Several students were organizing six to a bundle as opposed to five.  To clear up this misconception I used a small group setting to re-teach. I asked students to recount the number of tally marks by ones (have them to mark each line as they count to make sure they were counting correctly). Then, I had them to write the number out beside each tally mark.  I ask them what they noticed about the number they counted and the number each tally mark represented.  

To reaffirm their learning, I ask students to tell me what number each tally mark represented? Most of them said five and corrected their problems.  However, some students were unable to correct their mistakes.  I had them to repeat the given task until a level of understanding was reached.

  Developing a Conceptual Understanding: Student's Work Sample
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Tallying it Up

Unit 1: Numbers & Operation in Base Ten Grade 2
Lesson 9 of 10

Objective: SWBAT generate data flipping coins, record the data using tally marks, and count the tally marks by skip counting by fives.

Big Idea: In this collaborative lesson students will use "Head, or Tails" to learn how to tally count by fives and add on left over numbers.

  Print Lesson
Math, Number Sense and Operations, explain, precision, discussin, skip counting
  60 minutes
images 4
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