The sample of student work that I have selected is from the post-assessment for Unit 3. The question asked students how much money was showing. It showed 3 nickels and 2 pennies in a row. The student work that it was 5 cents. At this time, the student understands how to count objects with a one-to-one correspondence. The student can count the number of coins showing. The student does not yet understand how to count the value of the money showing.
One way to advance this student's thinking is to give the student a variety of pennies and nickels and ask them to count the number of coins first, then count the value of the coins. This would help the student to differentiate between the number of coins and the amount of money. Another way to advance this student's thinking is to practice exchanging pennies for nickels. I would first give the student 5 pennies and have the student count the number of coins and then the amount of money. I would then demonstrate how to exchange those coins for a nickel, which is worth the same amount, so the student could count the number of nickels and then the amount of money. This will also help the student to see the difference between number of coins and amount of money. If I were to ask this student a question, I might ask how much a nickel is worth. If the student doesn't know that a nickel is 5 cents, then I would start back over with basic coin facts. A future math task that might be beneficial to this student is to work with a partner to determine the values of different amounts of pennies and nickels. If the student is working with a partner, than he may be more likely to see how to count the coins as his partner does so.
No comments:
Post a Comment