Mary Beier

Journal #8
11/6/15
This week our teacher utilized math stations which we were able to assist with. On
Wednesday, she was introducing the concept of numbers that come one before, one after, or in
between two numbers. Since this was a new concept for them, she was had all of the groups wait
to do independent practice until the last station to make sure that they all had a chance to have
small-group instruction first. I thought this was a very good idea because she was able to
introduce a new concept in a small setting in which it was easier to tell who understood the
concept and who struggled with it. However, she employed our assistance for one station, she
instructed one group at the same time that we instructed a group so that they all had the group
instruction before the independent practice. This was good, but it made me consider what I
would do if I were her and I did not have extra help in the room to lead a small group. I
considered the possibility of allowing a group of students who are generally higher achieving
math to explore the concept together in a small group. I also considered briefly introducing the
concept to the whole group before starting the stations, so everyone would at least have a
preview. Another way I would try would be to have each station explore the concept so that
students who may not have the small group instruction before the independent practice would
have an opportunity to explore the concept together a few times so that they may come to an
understanding independently.
On Friday, the students were working on estimating two-digit numbers before adding
them. This was a great opportunity to see how concepts build on each other in math. They had
already learned to round, which laid the ground-work for the students to have prior knowledge
for estimation. They had also already learned place-value, which was important for knowing
which place to add first. This concept really seemed to click with the students right away because
they were confident in their prior knowledge,