## Reflection: Checks for Understanding Patterns in Larger Numbers - Section 1: Warm Up

When I placed these patterns on the board, I made some assumptions in my head about the students for whom this might be a bit easy, or a bit difficult. I walked around to check for understanding as students completed the patterns, and I realized my assumptions were not always correct.

One of my students who usually quickly grasps new concepts rushed through the work. He solved the first pattern and then went on to solve the second pattern in the same way (forwards by 2), even though the numbers were now counting by 5s backwards. When I questioned him about what he had written, he was sure he was correct.

When we went over it as a class, he was surprised to find that he was incorrect.

For several other students who struggle more, they were careful to count, to use their number grids and number lines and to figure out the problems.

As teachers, we need to check for understanding, and also look at how children persevere in solving math problems (MP1).  We are also looking to see if students are careful in what they are doing. Are they attending to the problem carefully? Are they really looking at how their answer relates to the problem? (MP6) These are Common Core mathematical practices that we should encourage in all children. We must especially do this with our brighter learners who are used to everything coming easily. We want to make sure that we encourage them to try harder problems and to persevere in solving them.

Don't Assume Hard or Easy
Checks for Understanding: Don't Assume Hard or Easy

# Patterns in Larger Numbers

Unit 8: Numbers Have Patterns
Lesson 4 of 14

## Big Idea: Patterns are everywhere. We can use patterns to help us deal with larger numbers

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50 minutes

### Beth McKenna

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