Consolidation (25 minutes) • Have students meet with another pair who solved the same problem. They can share and discuss their solutions. If some students created their own problem, they can exchange it with another group to solve. • Select one of the problems to discuss with the entire class. Connect the thinking in the different strategies. • Ask how students might adapt their model for solving the problem if they were to do it again. (Analyse and Assess the Model) • Discuss other circumstances when they would be solving problems involving numbers to 1000. • Building Social-Emotional Learning Skills: Self-Awareness and Sense of Identity: Reflect back on the entire unit. Ask students what they have learned about numbers to 1000. Discuss some of the following prompts: – How is counting in different ways up to 1000 important in our lives? When might you need to count to 1000 in your life? – Is 1000 a large number? Why do you think so? When can it be considered a large number and when can it be considered a small number? – What do you think you have improved on the most during this unit? What do you think you want to continue to practise? What do you think you will learn about numbers in the future? What do you wonder about? • Emphasize that learning math is an ongoing process that takes years to develop and no one, not even famous mathematicians, knows everything because there is always more to discover. Invite students to share their wonders and take time throughout the year to explore some of them. By appealing to their interests, you motivate them to not only learn more, but wonder more about math. Quantities and Counting to 1000 255
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