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High Yield Routines

This document contains summaries of small group math discussions between a teacher and their students comparing various pairs of numbers. In a 1st grade group, students compared 15 and 20 and were able to identify similarities like both numbers coming after 10 and differences like 15 being odd and 20 being even. With a 4th grade group comparing 24 and 36, students spoke about multiples and noted similarities like both being multiples of 4 and differences like the digits in each number. In discussing 24 and 36 with algebra students, they identified more abstract similarities like both being multiples of 12 and differences in their factors. The teacher found value in revisiting comparable number concepts to reinforce vocabulary and mathematical understanding.

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92 views

High Yield Routines

This document contains summaries of small group math discussions between a teacher and their students comparing various pairs of numbers. In a 1st grade group, students compared 15 and 20 and were able to identify similarities like both numbers coming after 10 and differences like 15 being odd and 20 being even. With a 4th grade group comparing 24 and 36, students spoke about multiples and noted similarities like both being multiples of 4 and differences like the digits in each number. In discussing 24 and 36 with algebra students, they identified more abstract similarities like both being multiples of 12 and differences in their factors. The teacher found value in revisiting comparable number concepts to reinforce vocabulary and mathematical understanding.

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© © All Rights Reserved
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Debbie Hernandez

Due 3/1/15
High Yield Routine: Alike and Different
1st Grade:
Compare 15 and 20
Alike
Both come after 10
I can add by 5s to get the number

Different
15 is odd, but 20 is even
15 is a teen, but 20 isnt
The 0 and the 1 are close
I say 20 if I count by 2s

This was a small group that the teacher thought would have something to say. She and I agreed
ahead of time on the numbers I should use, and she gave me ideas of what they might be able to
come up with. I was impressed. They went in far more depth than I expected. One student in
particular was adding and even multiplying in his head. He was the first to say anything and he
started telling us how he could put 5s together to get both numbers. He also mentioned 4s, but
then backed off. I saw where he was going and led him through counting by 4s. He was satisfied
when he reached 20, So that does work was his comment.
Another student said 15 was a teen, but 20 wasnt. So I followed that up by asking about 10s and
1s. The group could correctly tell me that 15 had 1 ten, 20 had 2 tens, 15 had 5 ones, and 20
didnt have any.
The student who told me that 0 and 1 are close was not taking place value into account. She
definitely knows something about the order of numbers. I would like to see her show me that on
a number line. Using that knowledge, we could then lead to comparing the 1 in the 15 and the 0
in the 20.
Overall, they seemed to enjoy talking about the numbers. Even the students who were shy and
quiet at first had something to say before we were through.
4th grade:
Compare 24 and 36
Alike
Multiples of 4
Even numbers
Multiples of 6
Multiples of 3
2 digit numbers
If you subtract the tens digit from the ones
digit, the answer is the tens digit

Different
24 has the digits 2 and 4
36 has the digits 3 and 6
24 is a multiple of 8
36 is a multiple of 9
36 is 6 X6

Again, I worked with a small group of students. I randomly pulled names so that I wouldnt just
have the high students. I was pleased that they spoke fluently about multiples since we have

worked on that quite a bit. I helped them with the term digit when I realized what they were
describing. I also helped them label 6 X 6 as a square number.
The student who came up with the last one listed about subtracting the digits was not the
highest math student at the table an excellent example of the need to widen that definition.
The resource student, though, did not have much to say. It was clear that this was difficult for
him. Even with encouragement, he just shrugged his shoulders and smiled. If I were working
with him one-on-one, I would try two other numbers, perhaps 15 and 20, like I used with the 1st
graders to see if I could get more response from him.
With the other students I would like to try some other number pairs to reinforce the new
vocabulary that we used and also to generate some different conversations.
Algebra:
I decided to use the same two numbers to see if the conversation would be any different.
Compare 24 and 36
Alike
Multiples of 12
Even numbers

Different
24 has the digits 2 and 4
24 has even digits
36 has the digits 3 and 6
36 has one odd and one even digit
36 the digits add up to 9
24 the digits add up to 6

These are the observations that were originally offered. With prodding, I was able to get them to
add:
Alike
Common Factors are 3, 6, and 12
GCF = 12

Different
There are 8 factors of 24 1,2,3,4,6,8,12, 24
There are 9 factors of 36: 1,2,3,4,6,9,12,18,36
36 is a squared number

Since these were past students of mine, I had a context for each of them. The student who likes
problem solving definitely put more effort into the activity than the one who is most successful
when taught to do a procedure step by step. The resource student was able to come up with
several comments. The student that was least engaged actually made several comments that were
helpful to the group when they became stuck.
If I were still their teacher, I would want to repeat this activity as a way to incorporate and apply
new vocabulary. Also, it would help to keep past lessons fresh. It took quite a bit of prompting to
get them apply what they knew. I would be interested to see how this would work with
comparing equations and functions.

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