Small Group Reflection
Summary:
I worked with 3 students to help them with ordering numbers, specifically decimals. We had decimal cards, tenths and hundredths, and a card for 0 and 1. I placed the 0 at one end of the table and the 1 at the other end of the table creating a “number line.” I shuffled the decimal cards and each student received the same amount (there were 2 left over, so I played those). The student took turns placing their cards on the number line. After each student went once, I played one of mine. I modeled how to compare place value to determine where on the number line to place the card. I had the students each take one more turn and then I went. I used modeling again to compare place value however this time I started where I knew my card didn’t go so I could show them how to keep searching. I let them play for a few more turns and then I had them explain to me why they were placing their card in a certain spot. I was able to check for understanding by having the students explain their thinking.
Reflection:
These students had been working on ordering decimals for a few days prior to my mini lesson. At this point they didn’t need a lot of instruction or direction. With the decimals written on cards, it allowed the students hands-on opportunities with the numbers. The cards also let them manipulate the line; they could move the cards around to compare side-by-side before they made a decision. I would do this again (will have to change numbers depending on grade level) but I’d have the students check each other before the next person takes their turn. After one student places a card down, I’d have that student and the others discuss if it’s right or not. This way the students will have more opportunities to reason through their answers and question each other. The students had fun with this lesson. They were focused and asked themselves questions to find out where to place the cards. They stayed engaged because they were hoping the others would get something wrong and they would “win.” Even though it wasn’t a game that had a winner, they were intent on being the only one that didn’t make a mistake. On the other hand, if one student did make an error, they were supportive and didn’t make an issue out of it.
I worked with 3 students to help them with ordering numbers, specifically decimals. We had decimal cards, tenths and hundredths, and a card for 0 and 1. I placed the 0 at one end of the table and the 1 at the other end of the table creating a “number line.” I shuffled the decimal cards and each student received the same amount (there were 2 left over, so I played those). The student took turns placing their cards on the number line. After each student went once, I played one of mine. I modeled how to compare place value to determine where on the number line to place the card. I had the students each take one more turn and then I went. I used modeling again to compare place value however this time I started where I knew my card didn’t go so I could show them how to keep searching. I let them play for a few more turns and then I had them explain to me why they were placing their card in a certain spot. I was able to check for understanding by having the students explain their thinking.
Reflection:
These students had been working on ordering decimals for a few days prior to my mini lesson. At this point they didn’t need a lot of instruction or direction. With the decimals written on cards, it allowed the students hands-on opportunities with the numbers. The cards also let them manipulate the line; they could move the cards around to compare side-by-side before they made a decision. I would do this again (will have to change numbers depending on grade level) but I’d have the students check each other before the next person takes their turn. After one student places a card down, I’d have that student and the others discuss if it’s right or not. This way the students will have more opportunities to reason through their answers and question each other. The students had fun with this lesson. They were focused and asked themselves questions to find out where to place the cards. They stayed engaged because they were hoping the others would get something wrong and they would “win.” Even though it wasn’t a game that had a winner, they were intent on being the only one that didn’t make a mistake. On the other hand, if one student did make an error, they were supportive and didn’t make an issue out of it.