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Erin Martin
Dr. Flessner
ED 316
1 December 2020
ED316 – Fall, 2020
End of Semester Project

Describe the Conversation

In the WesProblemSolving video, Weston Garriott is engaged in solving math story

problems with guidance from Courtney Flessner. Courtney poses four problems to Weston, all
which involve natural numbers. Below are the problem types and responses Weston gives for
each problem.

Video Problem #1: Jack had 6 marbles. I gave him 3 more. How many marbles did Jack
have in all?
The first problem posed to Weston is a Join (Result Unknown) problem type. The number set
involved in this problem is six, three, and nine. Thus, all numbers are below ten. On the
hierarchy of strategies, Weston engages in direct modeling, mostly by using objects, specifically
erasers, to represent his work and the marbles in the problem. Weston exhibits evidence of
beginning to try to use his fingers to solve the problem, but he solves for the final answer using
erasers. By using objects, in regard to the hierarchy of strategies, Weston indicates he is a more
sophisticated direct modeler as he appears to be beyond using pictures of marbles and using
circles and squares. Weston further reveals he engages in direct modeling because he represents
the numbers in the order of the problem—counting six and then three erasers. Weston
additionally demonstrates his work using the Joining All strategy, or Counting All, in that he
counts each set of erasers (three and six) to obtain the answer nine, as supported by Carpenter et
al. in Children’s Mathematics: Cognitively Guided Instruction (2015). Weston counts aloud each
eraser for the number it represents in each set, meaning, “1, 2, 3, 4, 5, 6,” “1, 2, 3,” and “1, 2, 3,
4, 5, 6, 7, 8, 9.” In doing this, he is showing evidence of using one-to-one correspondence, which
means he assigns one number for each object just once. Furthermore, as he counts, he tags each
eraser, demonstrating he is using the strategy known as one-to-one tagging; and by vocally
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counting each eraser in order, he is exhibiting synchrony. One-to-one tagging and synchrony are
both aspects of one-to-one correspondence (Class Notes, Oct. 20, 2020). Thus, when one-to-one
correspondence is referenced as a strategy, this means that Weston is using one-to-one tagging
and/or synchrony.

Video Problem #2: Jack has 10 marbles, and I give him 6 more. How many does he have
now?
The second problem posed to Weston is another Join (Result Unknown) problem type.
The number set included in this problem is ten, six, and sixteen, which involve numbers ten and
above. This differs from the first problem which contains numbers below ten. On the hierarchy
of strategies, Weston again engages in direct modeling but uses a more sophisticated direct
modeling strategy by using the erasers, or objects, to represent the marbles in the problem rather
than utilizing pictures or his fingers—lower on the hierarchy of strategies. He uses the Counting
All strategy in which he first counts ten, then six, then all sixteen erasers. When beginning to
count the six erasers, he interrupts his counting at the third eraser of six to write “10” by his line
of ten erasers, and later writes “6” next to his line of six erasers. This further identifies he uses
the Counting All strategy as he writes the number of each separate group. Weston continues to
count aloud the numbers as he counts each eraser—illustrating evidence of using one-to-one
correspondence. It is additionally important to note that when Weston continues counting his six
erasers, he resumes counting starting with three. Therefore, he demonstrates he is able to start
from a number and count on, yet this is not the primary strategy he uses throughout his Problem
Solving Interview.

Video Problem #3: Jack had 10 marbles. Then, he gave 4 to you. How many marbles did he
have left?
The third problem Courtney poses to Weston is a Separate (Result Unknown) problem
type. Similar to the two previous problem types, this problem involves finding the unknown
result. The number set used to solve this problem includes ten, four, and six. The numbers are ten
and below, which still encourages Weston to work with a two-digit number. Weston attempts to
solve this problem in different ways before arriving at the correct solution. However, all the
strategies he uses include utilizing the erasers to represent the numbers and math involved. Thus,
in regard to the hierarchy of strategies, Weston consistently displays evidence of being a direct
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modeler with objects. Weston attempts to solve this story problem through Joining All numbers,
yet the problem does not ask Weston to join, or add, the two numbers together as items are being
taken away (Carpenter et al., 2015). Nonetheless, Weston states the answer is fourteen. Courtney
guides Weston in realizing he is to take away erasers that are part of the group of ten erasers.
Finally, Weston gives four of the ten erasers to Courtney to model Jack giving four marbles to
her. To find the correct solution of six, Weston uses the Separating From, or Counting All,
strategy in which he counts ten erasers and eventually removes and counts four to make sure
there are four (Carpenter et al., 2015). When he is left with six erasers, he counts each of these,
again using one-to-one correspondence. Weston consistently uses the Counting All strategy
throughout the interview and continues to show evidence of being a direct modeler on the
hierarchy of strategies by following the order of the problem in relation to representing the
problem’s numbers; he counts ten erasers first and then works with four erasers.
Something special to note about how Weston solves this problem is that to signify ten, he
represents the number in five pairs of erasers. In other words, he has a pair of the same or similar
erasers five times. This shows signs of the multiplication skill of Grouping (Carpenter et al.,
2015). Courtney responds to this representation and explicitly shows him how he has five groups
of two as Weston does not initially understand how many groups of two he has when asked.

Video Problem #4: Weston has 3 bags of sprinkle crackers. There are 2 crackers in every
bag. How many crackers does he have?
The fourth problem posed to Weston is a Multiplication problem type. The number set
included in the problem is three, two, and six. Thus, all of the natural numbers used in the story
problem are below ten. Weston responds to this problem by, again, using direct modeling with
objects, his level on the hierarchy of strategies. He specifically uses the Grouping strategy to
solve for how many crackers he has in each bag because he uses pairs of erasers to represent
each bag (Carpenter et al., 2015). Weston further displays evidence of being a direct modeler
because he names each pair as two crackers before counting them altogether to find the solution
of having six crackers in total. This is similar to the Counting All strategy. Because Weston
continues to use objects for his Grouping strategy, he is still on the more sophisticated side of
direct modeling as he does not use his fingers or use pictures (Carpenter et al., 2015). However,
he does not yet show evidence of knowing how to direct model using arrays or Base Ten Blocks
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to solve the story problem. Also, Weston draws lines under each of the erasers for this problem
to possibly emphasize each eraser. Toward the end of the video, after Weston acknowledges he
has six crackers in all, Courtney re-asks how many bags he has to which Weston is able to
respond “three.”
Overall, Weston is a direct modeler who solves problems using objects on the hierarchy
of strategies. In relation to problem types, he is able to successfully solve lesser sophisticated
problem types. He often uses one-to-one correspondence and Counting All to solve each of the
problems, which is one of the beginning sophistication levels to count and solve problems.
However, Weston is of a higher sophistication to solve problems as he direct models using
objects, which is above using pictures or fingers to solve the story problems. Based on this data,
Weston’s needs include: Increasing his sophistication of the problem types he solves and
strategies he uses as well as strengthening his subtraction skills.

Plan of Instruction – Problem Solving

Problem #1: Jack has 6 spikey erasers. Weston gave him some. Now, Jack has 9 erasers. How
many spikey erasers did Weston give Jack?

Problem Type: Join (Change Unknown)

Numbers chosen: 6, 9, and 3

Indiana Department of Education (IDOE) (2020) Math Standard referenced: “1.CA.2:

Solve real-world problems involving addition and subtraction within 20 in situations of adding
to, taking from, putting together, taking apart, and comparing, with unknowns in all parts of the
addition or subtraction problem (e.g., by using objects, drawings, and equations with a symbol
for the unknown number to represent the problem)” (1.CA.2).

Why was this problem type chosen?

I chose to give Weston a Join (Change Unknown) problem type because he is very strong
in solving for Join (Result Unknown) problem types as specifically seen when he solves the
second problem posed to him without much guidance from Courtney. Weston clearly and
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efficiently solves the problem by setting out his erasers and using his Joining All strategy
(Carpenter et al., 2015). Furthermore, he is meeting some, but not all, of the IDOE (2020)
standard 1.CA.2. Weston could grow toward meeting more of the standard if he works on a Join
(Change Unknown) problem type, the next level of sophistication in the Join problem type
(Indiana Department of Education, 2020, 1.CA.2). Specifically, Weston is able to solve real-
world problems involving addition within twenty by putting together the numbers in Join (Result
Unknown) problems using objects as the standard emphasizes (Indiana Department of Education,
2020, 1.CA.2). However, he does not show evidence of solving problems involving addition
within twenty by adding to, or Joining To (Carpenter et al., 2015; Indiana Department of
Education, 2020, 1.CA.2). Thus, completing a more sophisticated problem type would help
Weston meet his need of increasing his level of sophistication in problem types, specifically the
Join problems, while building on his strength of being able to add using numbers within twenty.

Why were the numbers chosen?

I decided to use six, nine, and three because they are lower numbers Weston is already
familiar with and has successfully worked with as they are included in the first problem, the Join
(Result Unknown) problem type, he solves with Courtney. Because I am advancing Weston’s
sophistication in problem types with the story problem I provide, I believe for him to
successfully meet his need of growing in sophistication of problem types, he should initially be
exposed to familiar numbers. Weston does not show evidence of completing a Join (Change
Unknown) problem, and thus, I believe when introducing this problem type to him, there should
be lower numbers and numbers he has already worked with to help him have a more successful
experience with the new problem type. Furthermore, I believe Weston would be able to more
easily learn how to solve Join (Change Unknown) problem types by adding to with smaller
numbers, which relates to an aspect of the IDOE (2020) standard 1.CA.2.

Strategies to Introduce

Strategy #1: Number Line

I may introduce Weston to using a number line because it would help him solve real-
world problems that include addition with an unknown change. Furthermore, because Weston
shows evidence of being able to solve Join (Result Unknown) problem types with one-to-one
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correspondence and Counting All in relation to objects in the first two problems he did with
Courtney, a number line would allow Weston to continue these strategies at a more sophisticated
level. There would also be a smooth transition from using only objects. Thus, number lines
would allow Weston’s need to be met of learning more sophisticated strategies. In addition,
because IDOE (2020) standard 1.CA.2 emphasizes being able to solve real-world problems by
adding to, learning to use a number line would help Weston with this strategy, possibly even
more clearly than with objects, to solve the more sophisticated problem type.

Strategy #2: Base Ten Blocks

I may introduce the strategy of using Base Ten Blocks to Weston because it is very
similar to using objects, a strategy Weston successfully uses when working with Courtney.
Teaching Weston how to use Base Ten Blocks may further help him move away from direct
modeling as he may start to recognize through exposure that rods represent ten and each unit is
like the erasers he uses. This would meet his need of moving toward more sophisticated
strategies rather than solely using direct modeling because he may begin to understand how one
and ten are already given to him in a unit and rod, encouraging him to simply count on from a
number of units or ten when applicable. In relation to IDOE (2020) standard 1.CA.2, Weston
would learn another strategy to solve real-world problems that include addition, possibly even to
successfully complete the strategy of adding to.

Problem #2: Ella has 5 sprinkled crackers. She gave 3 sprinkled crackers to Mai. How many
sprinkled crackers does Ella have left?

Problem Type: Separate (Result Unknown)

Numbers chosen: 5, 3, and 2

IDOE (2020) Math Standard Referenced: “K.CA.2: Solve real-world problems that involve
addition and subtraction within 10 (e.g., by using objects or drawings to represent the problem)”
(K.CA.2).

Why was this problem type chosen?

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I chose to give Weston a Separate (Result Unknown) problem type because he has not yet
solved these problem types clearly and efficiently. This is evident when he tries to solve the third
problem posed to him by Courtney, which is also a Separate (Result Unknown) problem type.
Weston struggles to understand he is to take four away from ten rather than take away the extra
four erasers he has collected. Thus, to meet his needs of improving upon this problem type and
his subtraction skills, I believe it would be beneficial to continue practicing this problem type. In
addition, this would help him to more fully achieve the IDOE (2020) kindergarten standard
K.CA.2.
Regarding the standard, Weston shows evidence of using objects to solve real-world
problems involving addition when solving the first two problems posed to him by Courtney.
Although he eventually successfully solves a Separate (Result Unknown) problem type with
objects, he requires a lot of guidance from Courtney. Therefore, by continuing to work on this
problem type, he would be able to better achieve IDOE (2020) standard K.CA.2 in that he would
be able to more clearly and efficiently solve real-world problems that encourage subtraction.

Why were the numbers chosen?

I decided to use five, three, and two within my Separate (Result Unknown) story problem
because they are lower numbers than the original posed third problem’s numbers Weston
attempts with Courtney. Having lower numbers may support Weston to more clearly understand
the actions occurring within the Separate (Result Unknown) problem. Having lower numbers
may also help Weston more easily solve for real-world story problems that include subtracting
below ten, which is what IDOE (2020) standard K.CA.2 entails. Working with lower numbers
would additionally meet Weston’s need of mastering Separate (Result Unknown) problem types
and subtraction as the lower numbers may help him to gain a better understanding of what to do
in the problem rather than focusing on larger numbers he may not grasp as well.

Strategy #1: Pictures

I may introduce to Weston how to use pictures when solving a Separate (Result
Unknown) problem because it would help him to concretely see what is occurring in the problem
rather than have to think about it more abstractly with objects that are not the items mentioned in
the problem, like he does with Courtney. Weston is challenged by solving the Separate (Result
Unknown) problem type with objects, and thus, teaching him a concrete and less sophisticated
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strategy—using pictures—may help him better understand how to solve the story problem, using
subtraction to do so. Through this strategy, he would be able to continue to use his strength of
Counting All, or Separating From, and one-to-one correspondence to support him in solving the
problem (Carpenter et al, 2015). By using pictures, Weston would be able to meet his need of
improving upon his success rate when completing Separate (Result Unknown) story problems
and mastering subtraction—two of his needs. In addition, using pictures would help Weston
work toward achieving the IDOE (2020) standard K.CA.2 as it directly relates to how Weston
should be able to successfully solve a real-world subtraction problem using pictures.

Strategy #2: Fingers

I may introduce to Weston how to use his fingers to solve for the Separate (Result
Unknown) problem type for a variety of reasons. One reason I may show Weston how to use his
fingers to solve the Separate (Result Unknown) problem I pose him is because it is a less
sophisticated strategy than using objects, and he can count all the numbers used in the problem
on his fingers. While I want to increase his sophistication of strategies, I think using his fingers,
like using pictures, may lead Weston to achieving more success in solving Separate (Result
Unknown) problems types—one of his needs, and then later work on reverting back to using a
more sophisticated strategy. I also may introduce Weston to using his fingers because he shows
evidence of attempting to use his fingers when working with Courtney, specifically during the
first problem posed to him. Thus, I would be teaching something he has some exposure to,
making the learning of the strategy clearer. Furthermore, relating to IDOE (2020) standard
K.CA.2, if Weston learns how to use his fingers to solve Separate (Result Unknown) problem
types, he may increase his rate of achieving the correct answer for a real-world problem that
involves subtracting within 10 without guidance from an educator since using his fingers allow
Weston to focus more concretely on the actions and numbers within the problem. Therefore,
teaching Weston how to use his fingers to solve for Separate (Result Unknown) problem types
would allow some of his needs and greater components of IDOE (2020) standard K.CA.2 to be
met.

Problem #3: There are 4 Teenage Mutant Ninja Turtles. They each ate 3 slices of pizza. How
many slices of pizza were eaten in all?
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Problem Type: Multiplication

Numbers chosen: 4, 3, and 12

IDOE (2020) Math Standard Referenced: “3.AT.2: Solve real-world problems involving
whole number multiplication and division within 100 in situations involving equal groups,
arrays, and measurement quantities (e.g., by using drawings and equations with a symbol for the
unknown number to represent the problem)” (3.AT.2).

Why was this problem type chosen?

I decided to give Weston a Multiplication problem because when working with Courtney,
he demonstrates he is strong in solving Multiplication problem types. However, with the
problems Courtney gives him, he uses only numbers below ten and does not explicitly indicate
knowledge of equal groups—it is implied as he uses similar erasers to represent groups of two in
the original Multiplication problem. Thus, by continuing to work on solving Multiplication
problem types, Weston would be able to refine his equal grouping strategy, part of IDOE (2020)
standard 3.AT.2, without using educator support like he has with Courtney. Furthermore, to
teach him more sophisticated strategies for multiplication, it is beneficial for him to work with
the same problem type in which he already appears strong. Therefore, his need of learning more
sophisticated strategies could be met by working with a problem type he has worked with
previously. In regard to IDOE (2020) standard 3.AT.2, it emphasizes solving Multiplication
problems with arrays and equal groups. Thus, by having Weston practice solving a problem type
he has been exposed to with a successful outcome, he would likely be able to achieve more of
the standard as the consistency in the problem type allows for growth in his strategies for solving
multiplication (Indiana Department of Education, 2020, 3.AT.2).

Why were the numbers chosen?

I chose to use four, three, and twelve for a few specific reasons. One reason I chose to use
these numbers is because some of them are slightly greater than the numbers Weston uses in the
original Multiplication problem Courtney poses—the fourth problem he successfully solves in
which three, two, and six are used. This would be useful for learning if Weston is consistent and
successful in using his equal grouping strategy with larger numbers. Also, slightly enlarging
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some of the numbers allows for Weston to continue learning new strategies efficiently while
meeting his need of learning more sophisticated strategies. These numbers further bring him
closer to being able to increasingly solve real-world Multiplication problems within 100, a skill
highlighted in IDOE (2020) standard 3.AT.2.

Strategy #1: Arrays

I may show Weston how to direct model using arrays because it is a more sophisticated
strategy than using objects to equally group. Because Weston can solve Multiplication problems
by seemingly equal grouping, he can work toward learning a new strategy to help him grow in
his strategy use, which is part of his needs. Furthermore, by teaching Weston how to use arrays,
he would be able to achieve more of the IDOE (2020) standard 3.AT.2 as it encourages array use
to solve real-world Multiplication problems. In addition, because Weston demonstrates that he
lines up objects to solve the Multiplication problem Courtney gives him, using arrays would
build on his current strategy by having him create multiple lines to represent the number of items
equally in rows and columns.

Strategy #2: Number Line

I may teach Weston how to direct model using a number line to solve my Multiplication
problem for a few reasons. One reason I may teach this strategy is because it is a more
sophisticated strategy than equally grouping objects, and learning more sophisticated strategies
to solve problems is part of his needs. I further believe Weston using a number line for
Multiplication problems is a good strategy because he is able to further use skills he displays
when working with Courtney. This is seen when he emphasizes each of his groups by saying,
“Two crackers, two crackers, and two crackers.” Weston can use a number line to represent each
group of those values by counting them on the number line—similar to repeated addition.
Furthermore, with Courtney, Weston counts the erasers in twos and counts the total using one-to-
one correspondence to receive the final answer of how many crackers he has in all, displaying
that he uses direct modeling to find the solution. Weston can continue to use his direct modeling
skills as he transitions to using a number lines, causing him to have an easier time learning the
new strategy. In addition, Weston might already be exposed to solving Join problems with a
number line due to my earlier plan of supporting his growth toward the standards and his needs
in solving Join (Change Unknown) problem types using number lines. An introduction to using
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number lines in relation to direct modeling within Multiplication problems would also help
Weston become more prepared to utilize number lines for counting and derived facts strategies.
In addition, I think teaching Weston how to use a number line would help him achieve more of
the IDOE (2020) standard 3.AT.2 as he would reveal he is able to solve real-world
Multiplication problems through the use of measurement quantities—as mentioned in the
standard—since he would measure each group on the number line to find the total. Thus,
choosing to introduce Weston to number lines has several benefits as it applies to his needs, an
IDOE standard, and what he already knows.

Specific Points Leading to the Construction of my Plan

Counting for the Solution [5:28-5:41]

Weston counting for the solution was important to the construction of my plan because it
revealed to me that Weston is a direct modeler since he counts the total number of erasers after
counting each integer separately in the story problem. Because I was able to observe this, it
guided me to increase the sophistication of his Join (Result Unknown) problem type to a Join
(Change Unknown) problem type, choosing lower numbers than the numbers he solves for in the
second Join (Result Unknown) problem. I choose lower numbers in order to help Weston more
clearly understand how to complete a new Join problem type as working with lower numbers is
likely easier for him. His success with the second Join (Result Unknown) problem type further
guided me to have him utilize his strength with the Counting All strategy to allow for a smooth
transition while learning the new strategies of using a number line and Base Ten Blocks when
direct modeling. Additionally, because this moment prompted my plan to support Weston’s
growth in the sophistication of the problem types he solves for, it potentially helps him meet
more of IDOE (2020) standard 1.CA.2 as he will add to through direct modeling objects when
solving for the real-world Join (Change Unknown) problem, which is an aspect of the standard.

Solution Struggles [9:46-10:08]

This moment was important to the construction of my plan because it demonstrates the
challenges Weston experiences in solving a Separate (Result Unknown) problem type in that he
does not understand the concept of subtracting or taking four from ten. This helped me decide to
continue working on Separate (Result Unknown) problems to help Weston master more of the
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problem type. Furthermore, due to his struggle of taking from his initial amount, I decided to use
lower numbers in the problem I created so Weston could work with smaller numbers, easing him
into mastering the problem type. Additionally, this moment informs me that Weston direct
models using objects for Separate (Result Unknown) problems, yet, due to his struggle, I believe
teaching him less sophisticated strategies would help him to better initially understand how to
solve the problem. This moment further helped me plan instruction that supports Weston in
meeting more of IDOE (2020) standard K.CA.2 in that I develop a Separate (Result Unknown)
problem for him to take apart numbers with integers below ten, encouraging Weston in working
toward his need of further growing in his subtraction abilities that relate to the standard.

Repeating Two Erasers [15:16-15:25]

This moment was important to the construction of my plan because it displays that
Weston can group the erasers equally into twos while keeping them in a line to solve the
Multiplication problem type. This helped me decide to continue to work on the same problem
type since I thought he might be able to learn more sophisticated strategies to use when solving
Multiplication problems. Therefore, this moment prompted me to teach him two additional
sophisticated strategies since he is already successful at using this problem type. Also, this
moment encouraged me to use slightly larger numbers because Weston successfully solves the
problem with smaller numbers. With larger numbers, I can observe how Weston responds to the
numbers and if he still uses his same strategy of counting the objects in a line or uses one of the
new strategies I teach him. This moment additionally helped me plan instruction to which
Weston can further meet IDOE (2020) standard 3.AT.2. Because the moment assists me in
selecting new strategies I can teach Weston—arrays and number lines, Weston is learning more
sophisticated strategies to use while also meeting the standard as it includes having knowledge in
using arrays and measurement quantities (Indiana Department of Education, 2020, 3.AT.2).

Plan of Instruction – Number Work

Number Work Activity #1: Singing Five Little Bunny Rabbits (Madison Metropolitan School
District, 2006a, pp. 131 & 251).
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IDOE (2020) Math Standard Referenced: “K.NS.3: Find the number that is one more than or
one less than any whole number up to 20” (K.NS.3).
How to Play and My Modifications
The Five Little Bunny Rabbits chant involves my students and I singing the rhyme
together. We will simply sing the words of the rhyme with intonation. The class and I will sing
this chant multiple times throughout the school day and even use it as a transition to the next
planned task. The only modification I would make is changing the subject and actions from
relating to rabbits to an interest of Weston’s, such as singing Five Little Ninjas or changing the
chant to Four Little Teenage Mutant Ninja Turtles, making sure the chant does not reach zero as
Weston does not demonstrate knowing how to work with zeros during his problem-solving work
with Courtney. I want to continue to work toward Weston’s needs rather than introducing a
possible new concept to him in relation to the number zero. When teaching, I will also modify
the rhyme to apply to my other students’ interests so each of my students receives a turn of
relating to the song. However, because my focus is creating a number work plan for Weston, I
have a specific focus on how to modify the activity with him in mind.

The “Why” Behind My Choices

I chose this activity because provides a means for Weston to work on his subtraction
skills, which is a need of his, while working toward meeting the IDOE (2020) standard K.NS.3
as he must take away one bunny as the song progresses. I would use numbers one through five
for this chant because I want Weston to acquire a basic understanding of the value of five and
subtracting, or counting down, one at a time, which he appears to struggle with when attempting
to solve the Separate (Result Unknown) problem type Courtney poses to him. Using one through
five within the chant will help him understand how to take away objects, or numbers, from an
initial amount because they make up a smaller range of friendly numbers compared to those in
the Separate (Result Unknown) problem’s range of four through ten that he previously
attempted. Also, using the numbers one through five and counting back by ones allows Weston
to use his skill of creating a one-to-one correspondence to each rabbit (or the modified subject).
Furthermore, if the song is represented with one to five objects, this will help Weston more
concretely understand how taking from, or subtracting is accomplished. Thus, Weston would
grow toward meeting his need of improving his subtraction, or taking from, skills by
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participating in singing a modified version of Five Little Bunny Rabbits. In addition, by chanting
the rhyme, Weston would grow in mastering IDOE (2020) standard K.NS.3 as he would be
working toward solving for one number less than any whole number up to twenty, which relates
to his need of growing toward mastering subtraction.

Number Work Activity #2: “Counting By ______ Toss” (Madison Metropolitan School
District, 2006a, p. 128).

IDOE (2020) Math Standard Referenced: “2.NS.1: Count by ones, twos, fives, tens, and
hundreds up to at least 1,000 from any given number” (2.NS.1).

How to Play and My Modifications

Participating in “Counting By ____ Toss” involves students standing or sitting in a circle,
tossing a bean bag to each other while practicing the strategy of counting on. At the beginning of
the activity, a number cube is rolled to determine the number—either 1, 2, or 3—the participants
are to add when counting on. Then, a student states a one-digit number and tosses the bean bag to
a classmate. The classmate is then to use the number the first student says and count on with the
rolled number. The classmate next tosses the bean bag to a different student to continue counting
on with the rolled number until each student receives a turn. This activity could be used as a way
to begin a math lesson, as a way to start the day, as a transition or de-stressing activity, or as an
end-of-the-day activity. Modifications I would make to this activity include temporarily having
the students only count on by ones or twos and beginning with a one-digit number as these are
skills Weston displays he is able to successfully do when he works on the Join and Multiplication
problem types with Courtney as he does not necessarily struggle solving them once he
establishes his direct modeling strategy through the use of objects. I may also modify the game
to have four students in a circle so those who might benefit from playing the game with Weston
can use their strengths and grow in their needs by playing the game. These students could
involve:
 Student #1: A student who can support Weston in the strategies of skip counting by twos
and using number lines. This student knows how to use the strategies and is slightly
above Weston in his sophistication of solving strategies. She is beginning to understand
how to skip count by threes successfully (Fosnot & Dolk, 2001).
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 Student #2: A student who is at about the same level of math sophistication as Weston,
who can support him but also benefit from receiving support from Weston. This student
is able to skip count by twos and can help Weston in successfully counting on by twos
rather than Counting All. However, Student #2 may not understand how to count above
ten when reaching higher numbers during the game. Weston can help Student #2 add
above ten (Fosnot & Dolk, 2001).
 Student #3: A student who does not complete high levels of sophistication of strategies or
problem types. He uses his fingers and tallies to solve for addition through direct
modeling. Thus, Weston can help him advance his sophistication of strategies by teaching
him to solve problems with skip counting more easily and efficiently through the use of
objects (Fosnot & Dolk, 2001).
In addition, if a number becomes too large for the group of students playing the game to continue
counting on by twos, I will restart the game. As Weston, or all of my students involved in the
game, learn how to count on by threes, I will then progress the game to counting by threes and
possibly strive to reach higher numbers.

The “Why” Behind My Choices

I chose this game because it capitalizes on Weston’s strength of using one-to-one
correspondence and prepares him for being able to use more sophisticated strategies such as
number lines. In regard to Weston’s learning, for this activity I would use the numbers one and
two for the counting on value and one through twenty as values to count on to for a variety of
reasons. One reason I would use one through twenty as the numbers to count on to is because
Weston demonstrates he can count to sixteen, specifically in the second Join (Result Unknown)
problem posed to him. Thus, I want to apply to what he is already capable of doing. This is also
why I direct the students playing the game to count on using only one or two and starting from
any one-digit. For example, Weston displays great strength in one-to-one correspondence with
objects when solving all four of Courtney’s posed problems. This should help him to more easily
count lower numbers mentally without objects. Weston also can count on from starting at a
number other than one as he counts from three after he interrupts his counting to label his eraser
groups in the second Join (Result Unknown) problem posed to him by Courtney. Therefore,
Weston’s strengths can be used when participating in this activity.
 16

If I want to meet Weston’s need of expanding his sophistication in strategies by

introducing him to number lines, practice counting on by ones through the “Counting by ____
Toss” activity would help him gain the skills of being able to purposefully use a number line
since he is simply counting numbers without objects. Counting on by twos would support
Weston in growing toward his sophistication of strategy use as he would be exposed to skip
counting, which he could also apply to number lines when solving Multiplication problems.
Weston displays signs of working toward skip counting by twos when he observes three sets of
two crackers in the Multiplication problem given to him by Courtney. Therefore, he can grow
toward mastering skip counting through this activity (Fosnot & Dolk, 2001). This activity can
additionally help Weston achieve more of the IDOE (2020) standard 2.NS.1 as he would be
developing the skill of counting by twos, relating to his need of learning more sophisticated
strategies to solve problems rather than simply using one-to-one correspondence.

Specific Points Leading to the Construction of my Plan

A Misconception about Giving [10:34-10:52]

This moment is important to the construction of my number work plan because it displays
to me that Weston does not yet understand the concept of taking from or subtracting from a
number. In the Separate (Result Unknown) problem posed to him by Courtney, he believes
giving an extra four erasers to Courtney is the solution rather than realizing he needs to take
them away from the original ten. Because of this, I wanted to choose a number work activity that
supported him in his subtraction skills and need of developing an understanding of taking or
giving away objects, which is in accordance with IDOE (2020) standard K.NS.3. Thus, I
supported Weston by having him sing Five Little Bunny Rabbits to begin developing these skills
with one-digit small numbers.

Triple Two [16:05:16:10]

This moment is important to the construction of my plan because when solving for the
total in the Multiplication problem Courtney poses to him, Weston directly counts his pairs as
single integers rather than counting by twos, yet he previously called each pair of erasers “two
crackers.” Because Weston knows each pair consists of two erasers yet counts them separately to
find the total, I decided to plan a number work activity—"Counting By ____ Toss”—that
 17

exposes him to counting by twos as he seems to be emerging into skip counting by twos, which
applies to IDOE (2020) standard 2.NS.1 (Fosnot & Dolk, 2001). Learning to count by twos
supports Weston in developing skills related to using a number line when solving for
Multiplication. Thus, Weston can grow toward his need of learning more sophisticated strategies
to solve Multiplication problems by engaging in “Counting By ____ Toss.”

Plan of Instruction – Fact Fluency

Fact Fluency Game: “Capture Two” (Madison Metropolitan School District, 2006b, p. 3).

IDOE (2020) Math Standard Referenced: “K.CA.1: Use objects, drawings, mental images,
sounds, etc., to represent addition and subtraction within 10” (K.CA.1).

How to Play and My Modifications

To play “Capture Two,” two students draw randomly mixed digit cards (0-9). One
student begins the game by drawing and revealing two of the cards. If the student correctly notes
that the two digits on the cards he draws are two numbers apart, he wins those cards by correctly
explaining that they are two numbers apart. A second student then may draw two cards and win
the cards if she can correctly explain that the digits on the cards are two numbers apart.
However, if the digits on the cards a student draws are not two numbers apart, the cards remain
face-up for the next player’s turn. If there are any cards face-up, the student whose turn it is
draws one card and decides if any of the digits on the cards are two numbers apart from the card
drawn. If not, the player adds the card to the pile of face-up cards and the game continues with
each player drawing one card until they can pair all the cards. Once the Digit Cards deck is
exhausted, the student with the most cards wins. When choosing one possible partner for
Weston, I may choose a classmate that can help Weston grow toward his needs, but Weston can
also help this classmate grow toward her needs. A description of this student is below:
 Ideal Partner for Weston for playing “Capture Two”: Weston’s partner is able to solve for
Join (Result Unknown) problem types through the use of a number line and Base Ten
Blocks. However, she uses her fingers when solving for the unknown addend in the
game. Therefore, Weston can support his partner in using a more sophisticated strategy of
 18

using objects to solve for the unknown addend as he is comfortable in using objects. In
addition, Weston’s partner can teach him how to use a number line or Base Ten Blocks,
which he can try to use when finding the unknown addend.
A modification I would make to the game is to play an altered version of the game where
students distinguish if digits are also one or three numbers apart to allow for practice of more
digits being spaced apart by different numbers. Permitting different spaced values allows Weston
to practice his strength of being able to count by ones and meets his need of increasing the
sophistication of strategies as larger spaced apart values may lead to more efficient strategies
being used. I would also remove the zero card as Weston has not seemingly worked with the
number zero. Furthermore, I would allow the use of objects to help students complete the math
work in the game.

Why I chose this game?

I chose “Capture Two” with possible modifications for Weston’s fact fluency game for
several reasons. One reason I chose this game and created its modified versions is because
Weston is skilled in one-to-one correspondence in which he is almost adding one every time he
acknowledges a new object in all four of the problems he solves for Courtney. This is illustrated
when he counts each eraser when finding the solutions for each problem. For the modified
version of the game, Weston can use singular counting of items to help him see if digits are two
apart.
Another reason I chose this game is because it helps Weston grow toward meeting his
need of learning more sophisticated Join problem types since he already successfully completes
Join (Result Unknown) problem types. Because this game indirectly focuses on having one
unknown addend, one solution, and seeing if the unknown addend is two (or another number in
my modified versions), Weston is working on simple Join (Change Unknown) facts, and thus,
working toward his need of increasing the sophistication of the Join problem types he completes.
This game was additionally chosen because it can help Weston work toward his need of
increasing his success in subtracting. If Weston chooses to view that the smaller digit is two less
than the larger digit, then he is also indirectly working on subtracting numbers when solving how
far apart the two digits are.
 19

I also chose this game because it works with numbers below ten and involves a small
distance between digits. By having these lower values, Weston has a greater chance of
successfully discovering if the unknown addend is one, two, or three. The game might also
possibly meet his need of attempting more sophisticated strategies to solve problems, which is
more easily achieved using lower numbers. If Weston chooses to use a strategy to solve whether
two digits are a certain numbered distance apart, he may choose a number line or Base Ten
Blocks to help him. Additionally, I chose this game because it helps Weston achieve more of the
IDOE (2020) standard K.CA.1 in which Weston is able to indirectly practice addition and
subtraction by solving for the unknown addend. Although Weston already meets the standard
through using objects to solve problems that involve addition and subtraction, he may use more
sophisticated strategies, as mentioned previously, when adding within ten, such as drawing a
number line (Indiana Department of Education, 2020, K.CA.1). Further meeting IDOE (2020)
standard K.CA.1, Weston may even be able to mentally picture the math when playing the game
with smaller digits, increasing his fluency with adding and subtracting those numbers. This
growth in fluency would help him move from using objects or other forms of support to
automatically knowing the facts. Therefore, I chose “Capture Two” to help Weston meet his
needs and more of the IDOE (2020) standard he is not quite proficient in while still capitalizing
on his strengths (K.CA.1).

Specific Points Leading to the Construction of my Plan

First Problem Success [3:22-3:30]

This moment was important to the construction of my plan because it displays Weston
successfully solving a Join (Result Unknown) problem after he decides to use objects, showing
his achievement of some of IDOE (2020) standard K.CA.1. Because Weston is able to
successfully solve a Join (Result Unknown) problem type—twice when including the second
problem posed to him, he reveals that he may be able to work toward meeting his need for
solving a more sophisticated Join problem type, specifically a Join (Change Unknown) problem.
Thus, I believe having Weston play a fact fluency game that involves smaller numbers and
exposes him to skills related to solving for Join (Change Unknown) problems will help him have
an easier transition to being able to solve these types of problems without the premise of a game.
 20

No Initial Counting for a Multiplication Problem [14:33-14:41]

This moment is important to the construction of my plan because Weston demonstrates
being able to mentally count two of the erasers that he places on his paper. Weston had not
displayed evidence of mentally counting in this way until this moment. Noting that he can,
however, caused me to choose a fact fluency game that builds on this skill in which he can use
his ability to mentally count two objects to help him solve if two digits are one, two, or even
three numbers apart. In relation to IDOE (2020) standard K.CA.1, this mental math skill may
also help him move away from the strategy of Counting All to using more sophisticated
strategies when adding or subtracting as he may realize through playing the game that there are
more efficient ways to solve facts. For example, if he already knows he is to find if the distance
between two digits is the value of two, he may realize he can count on by two from the lower
digit to see if it reaches the second digit. If it does not, that tells him the digits are not two apart.
Thus, knowing the value of two can also help Weston meet his need of learning more
sophisticated solving strategies.

Plan of Instruction – Inspecting Equations

Inspecting Equations Activity: “Two Part Combinations” (Madison Metropolitan School

District, 2006a, p. 146).

IDOE (2020) Math Standard Referenced: “K.CA.3: Use objects, drawings, etc., to decompose
numbers less than or equal to 10 into pairs in more than one way, and record each decomposition
with a drawing or an equation (e.g., 5 = 2 + 3 and 5 = 4 + 1)” (K.CA.3).

How the Activity Works and My Modifications

“Two Part Combinations” involves having students utilize two sets of manipulatives that
have at least one unique quality that differentiates them from each other. A student, such as
Weston, would separate the manipulatives into different combinations of two parts to represent a
target number, finding all the ways they could be organized onto multiple mini workspaces, such
as on copies of the same mat. A modification I would make to this activity is to limit the target
number that Weston is separating for. This target number could be limited to ten or below to
ensure Weston’s success by working with smaller numbers on a concept he is seemingly
 21

unfamiliar with as his problem-solving work with Courtney does not indicate evidence of
Weston being able to represent numbers in multiple ways. As he progresses, his target number
could then be increased.

Why I Chose this Activity?

I chose “Two Part Combinations” for Weston’s inspecting equations activity for a few
specific reasons. For instance, “Two Part Combinations” involves skills in which Weston
appears to be competent. The activity involves two different types of objects to represent one
total. Weston demonstrates in his problem-solving work with Courtney that he can group objects
separately by number, such as ten erasers and six erasers featured on different rows of his mat,
before counting them all to obtain the solution of sixteen. Thus, this activity applies to Weston’s
strengths of being able to group objects. However, “Two Part Combinations” further applies to
his needs. One of Weston’s needs is to increase his sophistication in the strategies he uses to
solve problems. “Two Part Combinations” helps Weston grow towards meeting this need in
multiple ways. For instance, Weston can increase the sophistication of the strategies he uses by
trying new manipulatives to solve problems. Weston may work with different colored Base Ten
Blocks. By using Base Ten Blocks, Weston is exposed to units and rods and may learn to use
them in solving problems. This would support Weston in increasing his sophistication of strategy
use as he is not only relying on objects but using a more efficient and abstract manipulative.
“Two Part Combinations” further allows Weston to work toward his need of improving
his sophistication in the strategies he uses to solve problems by understanding how to decompose
numbers to solve for them in different ways. For example, Weston may realize that he can solve
for nine by adding six and three or five and four. In the future, when solving a problem with the
solution of nine, Weston may be able to distinguish how he wants to solve it after learning the
different ways to represent nine. Learning how to decompose numbers ten or below helps
Weston grow toward meeting more of IDOE (2020) standard K.CA.3 as it emphasizes being able
to decompose numbers ten or below utilizing objects. To help Weston meet more of the standard
and his needs, he could be supported in creating arrays with the manipulatives/objects he is
using, supporting his growth in his sophistication of Multiplication strategies. Therefore, using
“Two Part Combinations” as my inspecting equations activity for Weston can help him grow
toward his needs and achieve more of the IDOE (2020) standard K.CA.3.
 22

Specific Point Leading to the Construction of my Plan

Lining them Up [4:50-5:22]

This moment is important to the construction of my plan because Weston demonstrates
that he is able to create two separate groups of erasers to represent the total sixteen in the second
Join (Result Unknown) problem posed to him. By observing this strength in Weston, I am able to
plan for an inspecting equation activity that involves his skills but also allows for growth toward
his needs and an IDOE standard. For instance, Weston is able to use his strength of separating
groups of objects for the “Two Part Combinations” activity. Through the activity, he can also
meet his needs of learning more sophisticated strategies and achieving more of IDOE (2020)
standard K.CA.3, including gaining an understanding of how to decompose numbers, creating
arrays using objects for decomposition, and discovering a way to separate numbers that is most
comfortable to him.

One Bag is Two Crackers [14:44-14:52]

This moment is important to the construction of my plan because Weston displays
evidence of being comfortable in differentiating between groups of erasers in the Multiplication
problem type posed to him by Courtney. Weston demonstrates that he understands a “bag”
represents two erasers. Because Weston understands two erasers equate to two crackers in one
“bag,” and places these two erasers with his other “bags,” he reveals that he has the skill to use
other similarly looking objects to complete this math work. Therefore, Weston can use his
strength to help him begin to use manipulatives, such as Base Ten Blocks, to represent number
groups—or combinations—in “Two Part Combinations.” This would also allow him to meet his
need of increasing his sophistication in strategy use as using Base Ten Blocks within direct
modeling is more sophisticated than using objects. Through the possibility of learning more
sophisticated strategies, such as using Base Ten Blocks, Weston is able to continue to achieve
more of IDOE (2020) standard K.CA.3 as he can decompose target numbers using the Base Ten
Blocks. In addition, because Weston can be instructed to line up objects evenly into arrays in
“Two Part Combinations,” he is able to grow in his understanding of arrays, which further allows
him to meet his need for growing in the sophistication of the strategies he uses as arrays are more
sophisticated on the hierarchy of strategies.
 23

Reflection

Growth as a Reflective Practitioner

By completing this assignment, I have grown as a reflective practitioner in a variety of
ways. One way I have grown is that I have discovered how the different parts of the math hour
can all relate to a student’s strengths, which can help him work toward his needs. Every problem
and activity I designed for Weston relate to a strength he possesses, which supports him in his
need that is then met through the designed action. For example, when planning the fact fluency
game “Capture Two,” I thought about Weston’s strength of being able to complete one-to-one
correspondence when counting to support him in solving for the indirect Join (Change
Unknown) problems provided in the game. This enables him to use a familiar strategy to increase
his sophistication of problem types.
I have also grown as a reflective practitioner in that I realize how valuable small actions
can be. When studying the Problem Solving work Weston did with Courtney, many of the
moments that helped me develop my plan of instruction for Weston were moments that a viewer
could easily bypass. For instance, when Weston solved the three problem types in his Problem
Solving Interview, he often lined up his erasers into two groups in the form of separate lines.
Although it may seem ordinary to separate numbers when counting them, this moment helped
me plan my instruction for my Inspecting Equations block. Because Weston lined up his erasers
into two groups, I built upon this strength to utilize the “Two Part Combinations” activity with
him since the activity requires a student to separate unique objects in multiple ways to arrive at
the same solution. This encourages Weston to learn and utilize more sophisticated strategies
when solving math problems, especially when he is able to use other materials, such as Base Ten
Blocks, when working on more sophisticated strategies. Thus, by reflecting on Weston’s
strengths and the way he solves problems, I learned even seemingly small moments are
important to the decisions I make in developing a solid plan for Weston to be successful in math.

Captured Learning
This assignment has captured my learning across this semester in that I have gained great
knowledge regarding the four unique math blocks, what they entail, and how they benefit a
 24

learner. At the beginning of the semester, when I read there are four main parts of the math hour,
I would not have been able to explain to someone what they each entailed. However, this
assignment showcases my knowledge of each block in that I created activities for each block that
might help Weston in some way grow toward his needs while still incorporating his strengths.
For instance, when studying my plan of instruction for Number Work, I include a standard, two
games, and a rationale for the activities I chose. The standard and games each relate to
understanding numbers and the patterns they may create. Through the games and standard, I
provide how Weston can use the Number Work activities to inevitably help him with his overall
needs and growth in the math standards he partly meets by gaining a better understanding of
numbers. Thus, this assignment allows me to demonstrate my better understanding of the four
blocks and how they build on a learner’s strengths to help with his or her growth toward needs.
Another way this assignment has showcased my learning is that it displays my
knowledge of when supporting a child’s needs and growth, an educator should base their
instruction on where their students can grow rather than on grade-level standards. For instance,
throughout this assignment, I provide examples of how Weston can grow in kindergarten, first-
grade, second-grade, and third-grade standards. Although Weston’s grade level is not apparent, I
give standards in which Weston can grow in each of these grade levels, using where he is
presently with his math strengths and needs. When engaging in this practice earlier in the
semester, such as when completing my Fact Fluency Interview, it seemed unnatural at first to
assign different grade-level standards that a child could work toward, especially when I was
never given the grade the child was in. However, I learned that a grade-level should not define
the standards students can work toward; students should define what grade-level work they
should work and grow toward. Thus, I have become more comfortable and competent in
focusing on a child’s strengths and needs to decide what standards he or she can work toward
rather than choosing standards that fit the grade-level I think the student is in. Therefore, this
assignment has captured my learning this semester in that I focused on Weston defining the
standards he could work toward rather than the grade-level standards defining what he should
learn, which is evident through the variety of grade-level standards I have Weston working
toward.

Advice for Future ED316 Students

 25

One piece of advice I have for a student taking ED 316 next semester is to study all the
data given to best help a student’s math learning experience, specifically in relation to the blocks.
All the data I received about Weston had importance in planning his future work, even the
information I gained about his interests. Obtaining as much data as possible supports Butler’s
pre-service teachers in knowing what decisions to make when developing plans of instructions
for each math block. I knew what games and activities to select and what problems to create
based on the information I gathered regarding Weston’s interests, strengths, and needs within his
Problem Solving Interview. For instance, in the first problem Courtney gives him, the Join
(Result Unknown) problem, I note that Weston counts each addend with erasers and then counts
the total by counting all the erasers together. This revealed to me that Weston uses the strategy of
direct modeling. By observing this, I was able to plan my instruction around supporting his
strength of using objects while helping him grow in his need of utilizing more sophisticated
strategies to solve math story problems. The strategies and activities I planned for him built upon
his strength of direct modeling of objects, such as having him transition to the more sophisticated
strategy of using Base Ten Blocks rather than other objects to direct model. Using Base Ten
Blocks requires Weston to think slightly more abstractly since they include using units and rods,
yet are still solid objects he can touch and manipulate. Therefore, I was able to help Weston
grow toward using more sophisticated strategies in his math work, which I learned from
analyzing the data collected. Thus, I advise a student taking ED 316 next year to study and use as
much of the data he or she can to develop the best plans of instructions for their focal students. I
believe it will help him or her grow into a better and more effective educator, just as it did for
me. I am thankful for how ED 316 and this assignment have helped me realize my enormous
growth as a pre-service educator, and I look forward to using what I have learned from ED 316
to best help my future students learn and thrive in math.
 26

References
Carpenter, T. P., Fennema, E., Franke, M. L., Levi, L., & Empson, S. B. (2015). Children’s
mathematics: Cognitively guided instruction. Heinemann.
Fosnot, C.T. & Dolk, M. (2001). Young mathematicians at work: Constructing number sense,
addition, and subtraction. Heinemann.
Indiana Department of Education. (2020). Mathematics. Indiana Department of Education.
Madison Metropolitan School District. (2006a). Learning math in the primary grades. Madison
Metropolitan School District.
Madison Metropolitan School District. (2006b). Math games packet [PDF]. Madison
Metropolitan School District.
Martin, E. (2020, October 20). Class Notes from October 20, 2020.