Scribd Logo
Upload

Welcome to Scribd!

  • 1K views

    Miaa 350 - Tenfame

    Uploaded by

    api-282517878
    The teacher used a ten frame model to reteach a small group of students about counting to ten and the missing addend strategy. She asked questions like what the ten frame was, how it could help with counting, and how many were missing if some boxes were filled. The students were able to correctly answer questions about counting the boxes and finding the missing number to make ten. The teacher's questions focused on lower depths of knowledge to help the students understand the basic concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Miaa 350 - Tenfame

    Uploaded by

    api-282517878
    1K views2 pages
    The teacher used a ten frame model to reteach a small group of students about counting to ten and the missing addend strategy. She asked questions like what the ten frame was, how it could help with counting, and how many were missing if some boxes were filled. The students were able to correctly answer questions about counting the boxes and finding the missing number to make ten. The teacher's questions focused on lower depths of knowledge to help the students understand the basic concepts.

    Original Title

    miaa 350 - tenfame

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The teacher used a ten frame model to reteach a small group of students about counting to ten and the missing addend strategy. She asked questions like what the ten frame was, how it could help with counting, and how many were missing if some boxes were filled. The students were able to correctly answer questions about counting the boxes and finding the missing number to make ten. The teacher's questions focused on lower depths of knowledge to help the students understand the basic concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    1K views2 pages

    Miaa 350 - Tenfame

    Uploaded by

    api-282517878
    The teacher used a ten frame model to reteach a small group of students about counting to ten and the missing addend strategy. She asked questions like what the ten frame was, how it could help with counting, and how many were missing if some boxes were filled. The students were able to correctly answer questions about counting the boxes and finding the missing number to make ten. The teacher's questions focused on lower depths of knowledge to help the students understand the basic concepts.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 2

    BJ Hemphill

    October 22, 2014


    MIAA 350
    Reflection #1
    1st Grade Arithmetic
    Ten Frame
    I went into a first grade class at Victory Elementary for a brief time and the following is
    what I observed of a small group:
    While the rest of class began working on their seat work, the teacher went around and
    collected five students and asked them to join her at table toward the back of the room. The
    teacher began the reteach lesson by asking a question after she put a "ten frame" on the small
    whiteboard she held up. The question was, "What does this look like?" there was no response, so
    she asked the question again. This time a student raised her hand and said, "Something with ten
    boxes." The teacher said that is right it is a "ten frame." Her next question to the group was,
    "What would you do with a ten frame - something with ten boxes - what would it help you to
    do?" A couple of students raised their hands while other started blurting out answers, so she had
    to remind them that she would only call on those who has a hand raised. The child she called on
    answered, "I could count to ten because there are ten boxes."
    The teacher said, "That's right, we could use this ten frame to count to ten - let's count the
    boxes together." The group quietly started counting the boxes as the teacher pointed to them.
    Her next question to them was," What does it help us do? Does it make it harder or easier to
    count to ten?" The students answered in unison, "Yeah (yes), it would make it easier to count to
    ten." So, the teacher went on with the lesson by asking another question, "What if I put three
    things here in the boxes, how many are missing to make up ten?"

    272114829

    One little girl said, "Seven," the teacher said correct and then asked her to share what she
    was thinking...how did she come up with seven. The students went on to explain, "Because, there
    are five on the bottom and two on the top."
    During the time that I observed this class, I saw the teacher use a set model
    demonstrating the "missing addend" strategy with the small group of kids she was helping out.
    She referred to the model numerous times and used several examples - giving each student time
    to think about their answers and time to revise if they weren't quite correct.
    The questions the teacher was asking fell mostly into quadrants A and B (Teacher
    Questions by Quadrant) and on Blooms DOK (Depth of Knowledge) 1 or 2. When I saw what
    the teacher was doing, I knew right away that she was using the missing addend strategy. I feel
    that after a time when a teacher doesn't use primary or intermediate strategies, we tend to forget
    what we automatically use in the upper grades and forget how labor intensive it is at the lower
    grades. I'm sure as the year goes on that the teacher will move her students into quadrant C and
    D, perhaps by asking questions like: how is then ten frame different from this ten frame, is there
    another way you could explain your answer to me, how could you teach that to others?
    To teach students to have true knowledge of math concepts in the lower grades is
    something we upper grade teacher take for granted. So, I was glad to have the opportunity to
    observe the primary classroom because it helped me to be aware of the happenings in primary
    classes. We tend to stay in our own life levels and seldom reach out to the lower grades. I think it
    would truly benefit teachers in the upper grades to (ever now and again) collaborate with
    teachers from all life levels.

    272114829

    You might also like