tag:blogger.com,1999:blog-5266458693809757794.post2745830147309605299..comments2023-02-18T08:28:03.032-05:00Comments on Teach! Learn! Share!: #AprilBlogADay Number TalksMrs.Nehilahttp://www.blogger.com/profile/13446790876342568219noreply@blogger.comBlogger2125tag:blogger.com,1999:blog-5266458693809757794.post-63898038342241167802015-05-16T10:26:33.631-04:002015-05-16T10:26:33.631-04:00This is great, Robin! Here's my thinking on 16...This is great, Robin! Here's my thinking on 16 x 25: I was counting money. I saw four piles of four quarters each, $4 or 400. <br /><br />Did you find any of the children unable to handle the 16 x 25? I wonder if it would work to have 2 or 3 problems and let students choose one or more to figure out? The discussions would probably not work as well for whole class. Just wondering if that would be a way to differentiate. What do you think?<br /><br />Thanks for sharing your learning!<br />DeniseDenise Krebshttps://www.blogger.com/profile/00583406241247334445noreply@blogger.comtag:blogger.com,1999:blog-5266458693809757794.post-63012380099291109392015-05-16T10:26:22.503-04:002015-05-16T10:26:22.503-04:00This is great, Robin! Here's my thinking on 16...This is great, Robin! Here's my thinking on 16 x 25: I was counting money. I saw four piles of four quarters each, $4 or 400. <br /><br />Did you find any of the children unable to handle the 16 x 25? I wonder if it would work to have 2 or 3 problems and let students choose one or more to figure out? The discussions would probably not work as well for whole class. Just wondering if that would be a way to differentiate. What do you think?<br /><br />Thanks for sharing your learning!<br />DeniseDenise Krebshttps://www.blogger.com/profile/00583406241247334445noreply@blogger.com