Choral Count

During our 3rd grade choral count, another student teacher and myself choose to vertically write multiples of 4, as students counted aloud. We first stopped at 28, because "ethan" noticed that we were adding by 2 each time in the tens place.  As we continued to count on, he also made a connection that the ones place repeated the digits: 4,8,2,6,0.  "Sara" say that after every three "count-bys" you added 12 overall.  This concept was difficult for her table group to understand.  When moving left to right on the table, "Sara" also noticed you add 2 to the tens column.

In a larger group, I think there may be more opportunity for a variety of patterns, explanations, and conversation to emerge.  The entire process is student generated.  In our small group we had a lot of great ideas, but it was difficult for students who didn't understand to revoice.  The value of a large group is that multiple people can revoice or explain an "abstract" idea in a way that a teacher or one peer cannot.  Students also take ownership of their learning when they explain their answer and justify their reasoning. 

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           Add two to the tens column

4	24	44	64	84
8	28	48	68	88
12	32	52	72	92
16	36	56	76	96
20	40	60	80	100