Reply To: Lesson 4-1: From Spatial to Counting Comparisons – Discussion

[Susan Ethridge]

Over the years working with students in intervention groups, many upper elementary, and even some of my sixth graders still use tally marks to help themselves with computation. It really shows their need for more activities to count with concrete objects and notice and create patterns. An example activity might be to use dominos to pose questions to students comparing each half of the domino. Which has more? Which has less? How many more? How many less? How many altogether? How many more to make ten? How many more to make twenty?

[Susan Ethridge]

Over the years working with students in intervention groups, many upper elementary, and even some of my sixth graders still use tally marks to help themselves with computation. It really shows their need for more activities to count with concrete objects and notice and create patterns. An example activity might be to use dominos to pose questions to students comparing each half of the domino. Which has more? Which has less? How many more? How many less? How many altogether? How many more to make ten? How many more to make twenty?