## Reflection: Intervention and Extension Assessment - Section 1: Assessment

There are times when you realize that a child has only a partial understanding of the material being taught. You have watched the child for a while, and something they do or say helps you to realize that it is time for intervention.

Today was one of those days. The child was faced with adding three 2-digit numbers. She had an idea about adding the tens together and then the ones, but she didn't really know how to make that work because her understanding of tens and ones was weak. She had the numbers 15 + 19 + 21. She had written that the answer was 19. I asked her how she found that 19. She had added 9 + 1 to get ten and then added 5 plus 1 plus 1 plus 2 to that and reached 19. She had added the digits together as if they were all single-digit numbers. She had seen others explain how they added tens and ones, but she didn't realize what was a ten and what was a one.

Clearly this misunderstanding will get in her way as the problems get harder. She needs a clear understanding of place value.

At this point I will work with her individually in a Response to Intervention Model. I will help her to color code tens and ones for a while, and to build her numbers with blocks so she sees how tens and ones mean something different and have to be treated separately. I do not want to assume that she will get it at a later date. I want to take action now to support her learning.

Struggling to Understand
Intervention and Extension: Struggling to Understand

# Assessment

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

## Big Idea: It is important to do a formal classroom assessment periodically to insure that students are retaining new information and applying it appropriately.

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Standards:
Subject(s):
Math, Number Sense and Operations, addition, subtracting, algorithm
30 minutes

### Beth McKenna

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