O'Neill and Acquisti reflect on the lesson.

1st Grade Math - Base Ten Menu*Liz O'Neill, M.H. Tobias Elementary School, Jefferson Elementary School District, Daly City, California*

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- Clip Transcript PDF
- Using Base Ten: Base Ten Menu PDF: Lesson plan, student pages, pre- and post-assessments, and supporting instructional materials
- Student Work: How Many Are Hiding PDF: Set 1
- Student Work: How Many Are Hiding PDF: Set 2
- Student Work: How Many More PDF
- Student Work: Maria's Piggy Bank PDF

00:04 So, let's talk about what happened in the warm-up.

00:08 Okay.

00:09 That you, yeah, that you expected.

00:12 What I expected in the warm-up is that for every student to be engaged, for every student to come in and immediately start working,

00:18 Which I felt happened. So I was pleased with that.

00:21 And I also expected, for a variety of strategies to come up with the number 34. Many different strategies.

00:29 And I feel when I was walking around, there were many different strategies for 34, so I was also pleased with that and... happy to see the variety of strategies.

00:37 Omar has struggled. So what is your feedback for Omar's strategy today?

00:42 Well, I was very pleased, because Omar came up with, I believe it was eight addends, to come up with the number 34,

00:47 So many that I actually had to count how many there were, to keep track of them, to make sure that it actually came up to 34.

00:54 And he was spot on, so I was very happy to see that, that was a stretch for him and I was very pleased.

00:59 Also, Isabelle came up with 40 minus 6, and I was very pleased, that was a stretch for her, and she was able to explain it to me

01:08 Using her number line, starting on 40 and counting back. How many hops it took to get back to 34, which was 6.

01:16 So I was very pleased, from both of those, that was a stretch from both of those students.

01:20 And Omar's the one who did 5 + 5 + 5 + 5...

01:22 Exactly.

01:25 ...Plus 2 plus 2.

01:26 He really decomposed the number, even the 4, to 2 plus 2. I was really pleased with that.

01:30 Right.

01:31 And I also noticed there were a lot that wrote "three tens, t-e-n-s"

01:37 There were.

01:38 Plus four ones... wrote it out.

01:40 There were. There were a lot that wrote it in words, and using, we use "longs" and "cubes", tens and ones.

01:47 So there were a lot that used symbols, and there were some that wrote them out in words. I was very pleased with that as well,

01:54 Really starting to think about ten ones as one ten.

02:00 I didn't expect the amount of addends, eight addends. That I did not expect. We have been practicing using three,

02:06 and sometimes students will even stretch themselves and use four addends,

02:09 But I was certainly not expecting eight. And especially when we had the 2 + 2. I would have expected 5+5+5, etc., +4. Not 2+2.

02:20 So he really broke that down.

02:23 So I was very pleased, and I was also really pleased to see some of the students used money. Even though I did not suggest using money.

02:31 Some of the students used money as well, so I was not expecting that but I was very pleased to see the money as well.

02:37 As I observed, I did notice, and I wrote down, about eight different ways to say 34. So that was a stretch since the first time...

02:46 Definitely.

02:47 ... you introduced this.

02:49 Let's talk about the 10 frame... the quick ten frame. What happened in the lesson that you hoped would happen?

02:56 What I hoped would happen, and honestly, what I expected to happen, was the sentence frames and the structured student talk.

03:01 We've been doing that for many months. And I expected them to be able to follow the sentence frame, and to be able to use the structured student talk

03:11 And explain their reasoning with their partners.

03:15 I think they do a very good job taking turns, following our rules for partner talk, I think they do a really good job with that.

03:22 Is there anything that happened that you didn't expect?

03:25 Well, and it's always interesting when you do this. I was expecting to have someone...

03:33 I was expecting the 2+2, counting by 2s with one left over.

03:38 I was expecting "ten in the top, ten in the middle, three on the bottom."

03:42 What I wasn't expecting, that, I was thinking that somebody was going to come up with "two tens plus..." I think it was 3. The number was 23, I believe.

03:52 Two tens plus three ones. And I really had to prompt for that, because everyone was coming up with "I see ten on the top, I see ten in the middle,

04:00 "I see three on the bottom," So I really had to prompt someone, okay, you see that ten frame. What's another way to think about that?

04:07 So I really had to prompt someone to think about it in a different way.

04:11 And I noticed your questioning, when, was it Raylene who said "two tens and three ones?"

04:17 Yes.

04:19 I looked at your first graders and they all went "Ah!" like it was a new way.

04:24 So that was, so hopefully, now, Raylene has her strategy and that'll continue.

CCMP8: Express regularity in repeated reasoning

04:29 And I really, I think they're both excellent warm-ups, it really makes students think-- composing, decomposing numbers, different ways to come up with the number.

04:40 And it really makes them articulate their thoughts. And justify their thoughts. So I really like both of those activities.

I believe it's important to reflect at the end of the lesson, whether it is talking with your math coach, another educator or spending a few moments on your own to assess what went well or not so well, and what will be your next step.

I try to think ahead of time the questions students might ask or difficulties they may have, but you can see from my conversation with my math coach that I'm still always surprised!