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RepresentationSession 05 OverviewTab atab btab ctab dtab eReference
Part A

Observing Student Representation
  Introduction | Estimating Blocks | Problem Reflection #1 | Counting Blocks | Problem Reflection #2 | Classroom Practice | Observe a Classroom | Reflection Questions | Your Journal

 
 

Take some time to reflect on the open-ended questions below. Select "Show Answer" to see our comments or if you need help thinking about the questions.


Question: What forms of representation do students use in this problem?

Show Answer
Sample Answer:
Students group the blocks to make it easier count them. They represent their ideas on paper by using tallies and showing groups of 10.
 

Question: How do the students' representations reinforce their understanding of counting?

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Sample Answer:
Grouping the blocks into tens and then using those groups to count the blocks uses place value to help with counting large numbers. Recording their ideas with tallies is a semi-concrete representation of their work. The sets with the number 10 in each are a slightly more abstract representation of the students' approach to counting the blocks.
 

Question: What are some other ways that students might represent their approaches to counting the number of blocks?

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Sample Answer:
Students could represent their thinking with models, for example, linking cubes, other counters, bundles of straws, or bean counters. Students might also represent their ideas on paper, for instance, by using grid paper to show lines of 10 blocks, or a hundreds chart.
 

Next  Observe a kindergarten class solving a similar problem

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