Name

Luka

How did the student

participate in the
Find your Match
Game?

How did the

student answer
preliminary
questions about
teen numbers?

Generating rules
about what makes
a teen number

How did the students

represent teen
numbers on their
fingers?

-Quickly and
accurately found her
matches.
-Talked to her partner
without prompting
-Appeared to be
subitizing dots on the
cards but was not
counting aloud

-Luka was
interested in
telling me what
numbers were
teens and what
were not, but did
not raise her hand
for any of my
questions about
the teen numbers.

-She appeared
nervous at first but
quickly started
talking with her
classmates about
possible rules.
-Luka contributed
the rule There is a
1 in front.

-Luka worked with

Jamiya to represent 11
(and more numbers
later) on their fingers.
They talked about it
briefly, before Luka
and Jamiya both held
up one finger, showing
the numeral 11. Luka
looked over at the other
pair (Eleanor and Max)
and saw they were
representing the
number in a different
way. She talked to
Jamiya and they
seemed to struggle to
come up with another
stragetry.
-I prompted them to
think about what
number comes before
11 and both of them
say ten
-Lukas face lights up,
she turns to Jamiya and
holds up ten fingers,

Were the students

able to decompose
teen numbers?

Did the students

appear engaged in
the lesson? If not,
when were they
most and least
engaged?
-Yes
-Yes, although she
-Luka struggled at first was a bit quiet at
when using the blocks, the beginning of the
she did not separate
lesson, and talked
the blocks into ten and to her partner more
ones but she corrected than me.
herself without
-A little shy and
prompting from me.
hesitant at first but
-Luka continued to
she quickly opened
decompose teen
up. Luka is
numbers, showing her normally very
understanding (13
chatty so I was
10 and 3, 15 10 and expecting her to be
5, 11 10 and one)
so during the
lesson. Luka has
also never been in a
small group with
me before, which
may have
contributed to her
hesitancy. Luka is
very confident in
her math skills and
has frequently told
me math is one of
her favorite
subjects.

Jamiya

-Found matches
-When counting the
dots on cards, she
was counting all, out
loud.
-Did not appear to be
subitizing at all

-Her answers
showed a basic
understanding but
she seemed to
lack some of the
vocabulary
necessary to
express all her
ideas

-She raised her

hand frequently to
have me write a
rule down and kept
telling me I
thought of that
rule, when I would
call on her.
-Jamiya contributed
the rule Names are
longer and have
teen in them.

gesturing to Jamiya to
hold up one.
-Luka showed
understanding,
continuing to correctly
represent different
numbers.
-Jamiya worked with
Luka.
-Jamiya seemed unable
to grasp the concept of
representing the teen
numbers on her fingers,
and was one who
directed Luka to a
finger to represent the
numeral 11 (.
-Jamiya was very quiet
during this activity and
followed Lukas lead, I
am unsure of how
much of an
understanding she had
of the concept.
-She was able to
change the number of
her fingers (the ones)
before Luka told her,
which demonstrates
partial understanding.

-Jamiya struggled with

decomposing teen
numbers at first.
-She would line up all
the blocks together,
instead of separating
them into 10 and ones.
-I asked her to think
back to the prior
activity (when she and
Luka showed teen
numbers on there
fingers) and she was
then able to do the
activity
-Jamiya would stack
the correct amount of
blocks by counting all
and then removing the
ones from the stack
and putting them in a
separate stack, she
would count down
from the top of the
stack for the ones
(Did she do this so she

-Yes, she was

consistently
engaged during the
whole lesson.
-Jamiya is an
incredibly engaged
student, during
whole group
lessons and small
group lessons. She
raises her hand
almost all the time,
even if she is
unsure of her
answer. It is
important for her,
however, to keep
reinforcing that
idea of a safe space
for mistakes.
Jamiya also
frequently goes off
topic to talk about
her family due to
personal trauma
and needs to be

Eleanor

-Quickly found
matches
-Counted the dots
using her finger but
did not count aloud,
so I dont know if she
was counting all or
counting on.

-She was quiet

and I had to work
harder to elicit
answers
-Her answers
were clear and
concise, showing
an understanding
of the previous
material taught by
the classroom
teacher

-Eleanor was much

more active in this
discussion and even
contributed a rule,
The names are
made up of a
number and teen.
-She built this rule
using Jamiyas
help.

-Eleanor worked with

Max to show 11 (and
more numbers later) on
their fingers.
-Eleanor and Max
conferred quickly.
-Eleanor held up 1
finger while Max held
up 10 fingers.
-Eleanor showed clear
understanding of the
concept and continued
to correctly represent
teen numbers with her
fingers.

only had to hold one

number in her head at
time?)
(Struggled with 13
10 and 3, 15 10 and
5, Did well with 11
10 and one)
-Yes
-Eleanor easily
stacked the blocks,
separating them into
ten and ones right
away
-Every time I gave
them a new number
she would re-stack the
tens
(13 10 and 3, 15
10 and 5, 11 10 and
one)

gently redirected to
the task at hand.

-Yes, although I
had to work to elicit
answers from her in
the beginning of the
lesson.
-Eleanor is a very
creative student,
she loves art class
and drawing which
is why I believe she
was much more
talkative rule
generation activity;
it appealed to her
more than
comprehension
questions. She
worked easily with
her partner and told
me at the end of the
lesson how much
she enjoyed it.

Max

-Struggled to find
matches
-Said to his partner I
looking for 8, so I
need 4 + 4, which
shows he was
subitizing

-He easily offered

answers and
information, often
giving more
information than I
had asked for.
For example, he
pointed out that
11 and 12 were
different than the
rest of the teen
numbers without
any prompting
from me.

-Once again Max

pointed out that 11
and 12 did not
follow the pattern
the students had set
out. He also
mentioned that
teens are between
10 and 20.

-Max worked with

Eleanor to represent
teen number on his
fingers.
-Max held up ten
fingers while Eleanor
held up one to
represent 11.
-Max stretched his own
learned by asking
Eleanor to switch spots
with him (so to speak)
and she would hold up
ten fingers next time
and he would hold up
the rest.
-Max showed very
clear understanding.

-Yes
-He finished before
the girls and asked me
if he could make
patterns with his
blocks I said he
could and he
proceeded to do an
alternating blue and
green pattern in his ten
stack
-Max would never remake his ten stack
when given a new
number
(13 10 and 3, 15
10 and 5, 11 10 and
one)

-Yes, Max was very

talkative, both with
me and his fellow
students.
-Maxs answers
were thoughtful and
frequently offered.