Counting on growth…

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Counting on growth…

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Intervention can be a slow process when students struggle with “getting the concept,” and retaining what they are taught. I have a second-grade student I am working with in math. He was asked to make groups of ten pennies each. All his groups had eight. I asked him to do this again and count out loud. I discovered the problem. He counted, “2, 4, 8, 10.” We did an activity for 100’s Day where he had to draw 100 tally marks. I learned he could count by fives correctly to only 35. Guess what we are now doing at the beginning of every class? Progress does occur. We worked on how many were in a dozen. We would draw and count, and count manipulatives to figure it out. One day when I asked him how many were in a dozen, he didn’t hesitate and shouted out 12! We work a lot on determining the correct operation to use. His strategy is to use the same sign as in the previous problem. When he makes a mistake, I say, “Try again.” He is learning to check his work, to determine if he used the correct operation, and to see if the computation is correct. When he succeeds, he hears me say, “You did it!” The “Wow” moments are there even though sometimes they may be little!