3rd Grade NBT Journey

Dawn Bauer

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The importance of NBT

Students’ work in the base-ten system is intertwined with their work on counting and cardinality, and with the meanings and properties of addition, subtraction, multiplication, and division. Work in the base-ten system relies on these meanings and properties, but also contributes to deepening students’ understanding of them.

My journey from the beginning

Interview

For my pull-out group, I interviewed a 3rd grade class at Crescent Elementary. I was looking for a group of students who were not proficient in the different areas of NBT. The students I chose were those that were (high) basic, that with intervention would be able to be moved to proficient.

My 3rd Grade Group

Myah, Karlie, Jacob, Aayla, Kaylynn


We work together 4 times a week for 30 minutes (each time).

Monday - 11:00-11:30

Tuesday - 10:30-11:00

Thursday - 10:30-11:00

Friday - 11:00-11:30

Activities

3 Other Ways

Base-10 Riddles

Base-10 Concentration

Base-10 Bag Addition (different versions to meet the needs of students)

Ordering Numbers

Add or Subtract 10s (used to help introduce the next activity)

Addition Tasks with Screened Materials from Teaching Number In The Classroom (p. 172-173)

Mystery Mats

Addition problems (using mental math)

Base - 10 Bag Addition

Easy to differentiate for the needs of your students:


Play with a partner or as an individual

Roll a dice to generate your two numbers

Use different dice to differentiate for students

Give them the first number to have (some) control of the numbers added together

QUESTIONS AND PROMPTS

What do you know about the digits in (56)?

How can you show this number in another way?

Is 3 tens and 5 ones the same as 5 ones and 3 tens?

Is 300 + 50 + 6 the same as 356?

What does it mean to mentally add two numbers together?

What are you doing to solve your problem?

How do base-10 manipulatives help you?

Explain your thinking.

Does anyone have a different way to solve?

Can you explain your thinking to another student so they understand what you are doing?

What was different about adding 3-digit numbers instead of 2-digit numbers?

Intervention Check

I interviewed the students again to see where they were at: (I looked at the 17 questions we asked each student and figured the % to compare January to March.)


Interview Results



Jacob: 65% (J) 94% (M)

Aayla: 71% (J) 100% (M)

Kaylynn: 59%(J) 100% (M)

Myah: 76% (J) 94% (M)


Karlie: 24% (J) 94% (M)


January - March Comparison


After looking at the new interview results, I see that we still need work in renaming numbers. (especially tens to hundreds)