Again, the whole time you can walk around and around the room seeingwho might need extra help, or what you might have to do for everyone. Doingthis in this way lets you almost see what they are individually thinkingand it lets you know who might be having trouble, and where, and what youmight need to do to ameliorate that trouble. You may find general difficultiesor you may find each child has his own peculiar difficulties, if any. Fora while my children tended to forget the "one's" they already had whenthey regrouped; they would forget to mix the "new" one's with the "old"one's. So, if they had 34 to start with and borrowed 10 from the thirty,they would forget about the 4 ones they already had, and subtract from10 instead of from 14. Children in schools using small desk spaces sometimesget their different piles of poker chips confused, since they may not puttheir "subtracted" chips far enough away or they may not put their "regrouped"chips far enough away from a "working" pile of chips. There may be fairlyunique or unusual difficulties that will test your own understanding ofthe concept and what possible misunderstanding the child could have aboutit, so that you can structure help that fits in with his/her thinking.


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