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  • Kristin Priola

    November 12, 2021 at 1:07 pm

    In trying to support counting by 2s, 5s, and 10s, I presented differentiated questions to three different groups of third graders. I presented a picture of feet of several of the teachers. It was intriguing to try to match up whose feet went with who. But the question posed, was “How many feet do you think are in our school?” We then went through the estimation process. Then we made a list of teachers. Then I told them the number of students. Some figured out how to skip count by 2s, others used multiplication, some used repeated addition to get class totals and then added. This was repeated with hands (counting by 5s) and toes (counting by 10s). They were engaged and excited to use math to solve a real world problem.