Jim has a much better understanding of adding, subtracting, and sequence. Before, he could not count, but now he was able to correctly add 7+6. He also used addition concepts to make more difficult questions easier. He understands that taking away is counting down. He can count down fairly successfully, although a few times he would skip a number.
Lauren already understood the concepts of addition and subtraction, as well as number relationships. This time, she was even quicker in answering the questions. When asked 7+6, she knew the answer was 13, because 7+7 is 14 and 6 is one less than 7. This shows that she understands sequencing, and understands that 7 is one more than 6. She also broke down some of the larger problems into smaller groupings. She understands the concepts of sequences, addition, subtraction.
Elizabeth has also greatly improved in her addition, subtraction, and sequence understanding. She understands that "taking away" is the same as subtraction, or counting down. She understands number relationships, which was demonstrated through the way she solves problems. For example, when solving 6+ _ =15, she knew that 10+6 was 16, and 9 is one less than 10, so 9+6 much be one less than 16, which is 15.
In challenge three, students were primarily using counting strategies to solve the problems- how did these strategies change in challenge 4?
ReplyDeleteIn the "after" videos, the students used grouping to find their answers. Instead of counting on their fingers (or in their heads) students would use addition problems they already knew to help them reach their answers.
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