Reflection: Modeling How are They Different? - Section 2: Introduce Comparison Games


Where's the Beef?  It is right here in this section.  These two comparison games offer so much information about how students compare values, their ability to communicate their thinking, and their instant recognition of dot patterns (not of traditional dice patterns).  I am also able to see how easily students decompose numbers and see smaller groups within a number. For example 8 dots might be seen as two groups of 4.  

I want to emphasize the importance of making sure the students talk to each other about why they know that one number is greater than the other.  By having the student announce "ME," it is a verbal indication of who should be talking and who should be listening (for the students).

The first video demonstrates a student defending her answer by using sequential order as her reasoning.  It is very clear and goes with the ideas presented over the past two weeks of math.  The second video is of two students using their knowledge of 1 more than (concept for tomorrow's lesson). It also demonstrates how the young boy quickly identified the dot arrangement as 5.

While I was observing the games, I noticed some students were not being clear on the "Why" with their answers.  As this happened, I would spend a little time with the group modeling with them and adding my own rationales to the conversation.  

  Modeling: Reflection on Comparison Games
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How are They Different?

Unit 3: Counting & Comparing
Lesson 3 of 7

Objective: SWBAT order a set of numbers and quantities up to 12 and compare two quantities up to 10 to see which one is greater. The students will also demonstrate their knowledge of how the numbers in the counting sequence are related (that each number is 1 more or 1 less than the number before or after it).

Big Idea: Why is 2 greater than 3? Why is 12 greater than 8? The students will play two games that will ask the students to figure out which of two cards has more objects.

  Print Lesson
Math, Comparing Numbers, Number Sense and Operations, 1st Grade, counting backwards
  70 minutes
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