![]() I would then re-group visually another time and ask students to share with a neighbour how they might describe the following: The following visual shows what we might write to represent the verbal description of 2 groups of 2 groups of 8:Īlthough, another student might think of it more like this working from the inside out: I am anticipating that students might come up with 2 groups of 2 groups of 8 or 2 groups of 8, copied 2 times, or similar. Describe in words what it looks like and then, what could we write symbolically to represent the same groupings? I’d then prompt students again to describe what they see and attempt to pay attention to the groupings outlined. Then, I might display the same 32 squares, but re-group visually to show the following: Here’s what we might display for students who say “4 groups of 8” to ensure that all other students can “see” what the student sharing sees: If I’m leading this visual number talk in a classroom, I’d be recording what students are saying on the chalkboard / whiteboard to model their description visually and symbolically. Note that we are still leaving the questioning quite open, however I’m anticipating that students might say something like: What might you say to describe how we have grouped the squares now?
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