it. Organize your responses to the following questions in a chart/table form similar to the one below. Gets it Has some good ideas, Does not get it but… Student A Student B Student C Student Student E Student D F a. When to How to use This student n/a How do n/a Understands… regroup when the understands regroup the adding and manipulatives how to do the subtracting and to regroup procedures the process of when adding with the procedural using the and manipulatives way. manipulatives. subtracting. and when and why to regroup and a ten “trade” for ten ones. b. Confused Using the Nothing. Taking each n/a The n/a about… pictures on the problem step purpose of subtraction by step and the worksheet to following the maps to check his whole solve the answers. problem problem. through. She She wanted gets very to do the distracted and math in her then loses her head but place in the kept process. getting the wrong answer. c. Questions to I would ask I also I would work n/a I have n/a ask to clarify him what the have this through the her use the what I know first and last student check problems with mat to things to do her work to this student in check all when solving a make sure she order to help her problem are got the right her focus, and answers, (Checking the answer. I would have and when sign and Careless her explain she got the checking your mistakes were each step to right work). On the only things me as she did answer problems 3, 4, that kept her it until she got using the
it. Organize your responses to the following questions in a chart/table form similar to the one below. Gets it Has some good ideas, but… Does not get it Student A Student B Student C Student D Student E Student F a. Understands… When to regroup when adding and subtracting and the process of using the manipulatives. How to use the manipulatives to regroup when adding and subtracting. This student understands how to do the procedures with the manipulatives and when and why to regroup and “trade” a ten for ten ones. n/a How do regroup the procedural way. n/a b. Confused about… Using the pictures on the subtraction worksheet to check his answers. Nothing. Taking each problem step by step and following the whole problem through. She gets very distracted and then loses her place in the process. n/a The purpose of the maps to solve the problem. She wanted to do the math in her head but kept getting the wrong answer. n/a c. Questions to ask to clarify what I know I would ask him what the first and last things to do when solving a problem are (Checking the sign and checking your work). On problems 3, 4, I also have this student check her work to make sure she got the right answer. Careless mistakes were the only things that kept her I would work through the problems with this student in order to help her focus, and I would have her explain each step to me as she did it until she got n/a I have her use the mat to check all her answers, and when she got the right answer using the n/a
regrouping-lesson-plan-2.docx