My kids can : making math accessible to all learners, K–5

Within a few days, the group plays the game again, with a more strategic
thought process. Again, referring to my conference notes, I look for students who
may need extra support. I decide, for example, whether to put a struggling learn-
er with a partner who can explain the strategy behind choosing particular digits
or someone who can guide the selection of cards without giving away the answer.
I also look out for the students who can work independently so I can assist those
who need more support.
During one particular game, I noticed that Stephanie and Ana (both work-
ing with different partners) were successful when adding their two numbers but
had difficulty choosing the best digits. It appeared that they both were choosing
the cards randomly; the cards were placed near each other, they were taken out

BUILDINGUNDERSTANDINGTHROUGHTALK

Figure 14–1. Conference Notes Excerpt

Stephanie

Ana

Shyquell

Luis

Andrea

Sierra

(worked with before the game)/(partnered with Kavon) cards

chosen were pulled from the deck in same order; choosing

randomly; combining strategies are good though; partner

appears to be getting frustrated when explaining his own

strategies

(working with Sierra) no problem combining numbers but

appears to be picking cards randomly; partner is trying to

explain her strategies for picking cards but not finding the

best words

seems to be relying solely on the 100s chart and counting by

1s

explains strategy without prompting

(worked with before the game)

miscalculates the difference from 100, but chooses good

cards

finds good combinations, but struggles to explain to her part-

ner why she has the best combination (partner was just pick-

ing any numbers)