They are great at working together, checking each other’s work, and staying on task. Partner work in small groups is so powerful. They pulled higher number cards and worked with a partner. The second time we did this activity, my highest group started out with teens and moved right into making numbers 11-99. Differentiate based on skills: Higher-level students ![]() With my lowest group, we only focused on the 11-15 range and I had the materials in front of me as they helped make the numbers whole group. Our first time we probably made only 3-4 numbers during our group time. It allows us to also practice more standards like identifying numbers 11-19 and writing numbers 11-19.įor example, we are using the strategy, “See the pattern or connection.”Īnd I sing (to the tune of The Farmer in the Dell): ![]() This quarter we are focusing on composing and decomposing numbers 11-19 using a group of ten and ones. When introducing, I begin by sharing what strategies we are going to try or by having a student explain what the strategy means (if we’ve already tried the activity before). I plan about 15-20 mins worth of an activity and always tie it to a math strategy or two. Main activityĪfter the warm-up we launch into the main math activity. But those are generally things that don’t take very long to do and get our minds focused on numbers. start counting at a number other than 1.counting by tens starting at 6 (or 8 or 2).Then we practice using the hundreds chart for another skill like: Students first try to count on their own (to the target number) while touching each number as they quietly count, then we do it all together. ![]() Some groups we count to 70 or 100 by ones, one group is learning to count backwards from 100. I print each math mat page on a different color to make finding correct pages quickly an easier thing to do. There are seven math mat booklets – one for each student and then one for me to model.
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