Using tens will follow, and mastery of what makes ten is a must. I use multiple models and therefore the corresponding scaffolding cards. Number paths, number lines, and rekenreks are also great tools for modeling. "If I have 6 in my ten frame, how many more do I need to make ten?"- moving on to using dry erase ten frames ans markers to model. This group begins with modeling using ten frames and counters. Group 3 - This group knows all of their facts from memory up through doubles, yet they need to work on knowing their combinations of ten before moving on to using ten. Students will also conference with me in small group about scaffolding flashcard use, and they to move quickly on to abstract flashcards for doubles. She draws two groups of ten and crosses out one in each group to show 9 +9, and because she is understanding those two facts better, she creates a card for 8 + 8 using that understanding. A student may also make her own cards for the facts 7 + 7, 8 + 8, 9 + 9-she draws Unifix towers of 6 and 6 (one color) adding on one to each tower (of a different color) for 7 + 7. While another may think about the rekenrek, so the rekenrek cards will be useful for him. If a student has been working with ten frames at the concrete level, I can copy the ten frame scaffolding cards for her. Scaffolding flashcards come into play as students move beyond modeling with tools. Depending on how each student progresses, I may end up moving to using rekenreks or ten frames with a few students. I would then ask students to explore the other unknown facts in a similar way, helping them to make connections. Example: Students model two groups of 5 using the same color Unifix cubes and add one more of a different color to each group to illustrate how knowing 5 + 5 can help them understand 6 + 6. I might begin by having students model 5 + 5 and build on this known fact to create better understanding of others. They will begin working at the concrete level modeling doubles. Some will progress faster than others, so who is in each group changes pretty quickly.) These students are able to add one and two to a number and add on to a ten. Group 1 and 2 - (This is where the bulk of my students usually fall at the beginning of second grade. There are always outliers, so the benefit of working within a guide math framework is that I am able to meet and conference with groups of two or three students, or I can meet with individual students. My four starting groups will have subgroups within, and movement is based on student need and how they are progressing toward fluency. A student may start out in one group and quickly progress to another. I will undoubtedly have studnets who count on fingers, count up in their heads, or use touch points all the way to a few students who are already use more efficient strategies such as thinking about doubles or making ten. Based on the results of these assessments, I group my students by need. I also do some informal assessing of basic fact knowledge (untimed) to see where students fall within a particular strategy. For more information about basic fact running records, you can refer to Math Running Records in Action by Dr. I first assess my students' knowledge of basic addition facts using a running record. The following is a discussion of how working with addition basic facts can look in my classroom. Students meet with me in small groups daily and are engaged in independent, meaningful tasks at their level when they are not with me. How does the use of scaffolding flashcards look in my classroom? Thinking/reasoning until they become fluent. Once students begin working with flashcards at the abstract level, have students explain their Understanding (using a strategy and/or saying the answer when given aįact without using tools or visuals. Scaffolding flashcards are used to scaffold your kids fromĬoncrete representation of facts (using tools/manipulatives) to abstract Provided many pictoral options for you to choose from depending on what Many times, my students will also make their own cards.įirst, it's important to note that ALL scaffolding flashcards are NOT Below you will find some general information about the flashcards and how I use them with my students when students are developing fluency with addition facts. Many have showed interest in my scaffolding flashcards and some have asked just how to use them in the classroom with their kids.
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