Veronica Speaks Volumes

The students in a first grade, general ed setting of about 22 students are given a number displayed on the smart board and then they are to write the actual number as scene, write the place value, add the ones and tens, subtract the ones and tens, choose greater and lesser , add ten more to the number, subtract ten less, add one more to the number and then subtract one. Worksheet from https://www.google.com/search?q=first+grade+place+value&source=lnms&tbm=isch&sa=X&ved=0ahUKEwi-1raEzbPiAhUjvFkKHb6_B_0Q_AUIDigB&biw=1876&bih=869#imgrc=VSf5EwnxHJm4XM: https://www.google.com/search?q=first+grade+place+value&source=lnms&tbm=isch&sa=X&ved=0ah

I noticed that many students in the first grade class that I work in that  was successful in doing the second worksheet on tally's after the third day than being successful on the first worksheet. What about five or six did was to forget where the tally "strike" went. For example, instead of putting the strike over the four tallys to make five, some left out the strikes after counting how much was on the left. After reviewing this in class and through homework, the students who made the mistake understood the concept.

The first grade students that I worked with learned a lesson on Tally's and for the most part it was a successful lesson because most of the students understood the concept. The issue here was that in the beginning stage of doing tally worksheets after grasping the concept, some kept forgetting to add the "strike" tally that goes across the  four tally's to make them five. I then told the students who kept forgetting to imagine that the five tally's was a fist with four fingers clenched and the thumb crossing over them. It worked. They remembered. https://www.greatschools.org/gk/worksheets/reading-tally-charts/ http://www.corestandards.org/Math/Content/1/MD/

A first grade class I worked in this week learned had to circle the exact shapes in the format displayed in the "Build and Repeat" section to the "Combine. Which new shape can you make? Circle it." This is a general education classroom setting with 22 students and all were present. For the first one the students had to look at how the cone and rectangular prism was displayed on the left and find what picture on the right demonstrated the same  as the left.  The students that picked the picture with the cones on top of the two rectangular prisms were told to observe the images again and then they realized that the image with one cone on top of each rectangular prism was the correct answer. Some children realized independently of one another that the image of the correct answer was flipped opposite of each other but looked exactly like the "Build and Repeat side. The second line is a cone on top of a cube and the all but six of the students got the answer co