mathinaz

Closing the Teach For America Blogging Gap
Nov 08 2011

One Hundred Forty-Ten

In reading a pictograph today, my sixth graders had to count by 10s fourteen times and then add 5 twice.

The girl I was working with made it successfully to 100, and then wasn’t sure what came next.

“110…” I reminded her. She joined back in.

“110, 120, 130, 140.” And then came the 5s. “141, 142, 143, 144, 145, 146, 147, 148, 149, 140-10.” She looked at me and proclaimed her answer, “One-hundred-forty-ten.”

Oh dear. I tried to nudge her to the right answer. “Okay, one-hundred-forty and ten is good, but can you think of a better way to say that?”

She thought for a minute, then shook her head.

I tried again, hoping something would click when she heard me say it aloud. “What comes after one-hundred-forty-nine?”

A lightbulb went off. “Two hundred!”

“After 149?”

“Yes. 200!”

“What number comes after 49?”

“50.”

“So what number should come after one hundred and forty-nine?”

“One hundred fifty?”

“YES!”

2 Responses

  1. Lizzy

    You should go visit an elementary school classroom some time. I can tell you lots of stories about my kids who can’t even recognize or write numbers bigger than 10 in 1st and 2nd grade. How did they get so far behind so quickly???

  2. Ms. Math

    woah! what does she think counting is? How does she make sense of place value? I’d be really curious to ask her what the 1 stands for in 149, etc.

Post a comment

About this Blog

Region
Phoenix
Grade
Middle School

Subscribe to this blog (feed)


Email

[email protected]

 

November 2011
M T W T F S S
« Oct   Dec »
 123456
78910111213
14151617181920
21222324252627
282930  

Archives