Wednesday, May 23, 2012

Continuing to Build

Building, building, building is the theme of the classroom. You'd have thought after building the number 25 for the past 5 days the kids would be really good at it and much faster. Well I'm here to tell you that's not the case. I did manage to snap a couple of very fast pictures of kids who stretched the area model out into the number line.
You'll see the paper model doesn't match with the manipulatives. Many are quite concerned by the length rather than the sequence of numbers should make sense.
 Both of these students are understanding that the two models need to match. What they were unclear of is how to move from 25 to 100 using this model.
I like how she's kept the green (25) altogether.
To see the relationship between 25, 75 and 100 I had the students build 75 today. We went right back to the same behaviours of not knowing what to do. I guess this tells me a couple of things.
  1. We need to do WAY more building of number. 
  2. We need to build more numbers and talk about them. 
  3. I think we're going to build the 100 model using adding machine tape so that it is always available and easy to access. The blocks are really cumbersome and they don't take them apart properly. Or maybe I need to rethink this and continue to have them use the blocks because at some point they'll figure it out. 
  4. I need to be more patient. Today was frustrating for them and me. We'll continue tomorrow and I know it will be better. 
  5. The numbers need to stay on the tool. Part of the problem for them is not seeing that the 75 square on the paper (the last place they cut) is also the spot where the numeral 75 should go. That's if they start in the correct place. If they haven't put the numbers in the correct places, all kinds of weird and wacky things end up happening. The chunk of green doesn't end up staying together so then it becomes different. 
I just had a brain wave. What happens if I have them write the 5 number sequence or just the 10 sequence on their paper, then have them color in the number I'm wanting them to make. Will this make a difference? Will they see that the number they are embedding needs to match up with the numbers they've placed on their 10 by 10 grid? I'll let you know how this goes.

1 comment:

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