Brittany Basile EDEL 433 October 23, 2012

Small Group Activity

For my small group activity, we worked on subtracting 3-digit numbers with regrouping using place value picture blocks. This strategy was introduced to students at the beginning of the week so most students were some-what familiar and comfortable using this method. The teacher gave the students some practice problems to do on their white boards and were told to belly write the answer on the white boards and show their work so the students couldnt copy each other. She did a couple problems with the students and the ones who werent grasping the concept or getting the right answers were sent over to me for more practice. I must say I was never taught with this method nor was I familiar with it so it was a learning experience for me as well.

I had 6 students total in my small group; 4 of them knew how to use the picture place value blocks to subtract and were only making minor mistakes. Whereas 2 of the students were struggling a lot with this strategy and seemed very confused. We started out with me modeling the strategy and them watching. I did another problem where I would scaffold and they would help me through the problem by showing me which step came next. Finally it was time for them to work some problems out on their own. I would

Brittany Basile EDEL 433 October 23, 2012

give them a 3-digit subtraction problem that used re-grouping and they had to work through the problem making sure to draw their place value picture blocks to solve. We did a couple of these and when I felt they were getting it I sent them back to their seats. I sent 4 back and was left with the 2 who were really struggling. For the purpose of this assignment I will use student A and student B when discussing the student. Student A was not only not understanding the strategy but he was just not wanting to pay attention at all. I had to re-direct his attention back to the problem several times. I had the most difficult time with student A and it wasnt until I asked him to read me the number 326 that I understood why. I realized that he did not understand place value concept whatsoever. I asked him to read to me this number 326 he replied back with three two six instead of three hundred and twenty six. In the meantime I realized that student B did understand the concept of place value, she was just slower at solving the problems but she eventually got the hang of it so I sent her back to her seat. Now it was just me and student A. I decided to get out the actual place value blocks and try that with him. I started out by asking him how many individual cubes made up this ten stick. He counted them and was able to tell me that there were 10. I took 2 ten sticks and he had to count all 20 cubes individually before he was able to tell me there were 20 total. We went on by just going through concept of place

Brittany Basile EDEL 433 October 23, 2012

value and me showing him that 10 of the 10 sticks makes a block of one hundred. My thinking was that I wanted to get him to understand this before we moved on to the 3 digit subtraction and regrouping because it was clear to me that he would never be able to do that if he didnt understand place value concepts first. He still had an extremely difficult time focusing and giving me his undivided attention but I definitely think that being one-on-one with him and using the actual cubes instead of pictures gave him a little bit more of a visual and made for a more concrete learning experience. I wish I could have spent more time with him but it was time for them all to go to specials. This activity gave me great insight as the the reality of teaching and the challenges that I will have to face.