CRA Cycle
During today's lesson, students were learning about the price value of coins with the use of a ten frame. Students would be shown the ten frame with the coins inside and then had to lay out the correct type of coinage to match. The teacher would then circulate the room and ask students which coins they had out, to describe them and say their value. The lesson held to the CRA Cycle throughout and will be further discussed in the next section.
During today's lesson, students were learning about the price value of coins with the use of a ten frame. Students would be shown the ten frame with the coins inside and then had to lay out the correct type of coinage to match. The teacher would then circulate the room and ask students which coins they had out, to describe them and say their value. The lesson held to the CRA Cycle throughout and will be further discussed in the next section.
- Concrete: During the lesson, there should be a part where the math is concrete. For example, the physical coins were the concrete part. It was a physical object that the students can manipulate. Students would use their size, color, and details to identify it for math use.
- Representation: After identifying the coins, which were quarters, dimes, nickels, and pennies. The teacher showed the coins in a ten frame. The ten frame helped students know how many of the coin there were. For example, if there were five pennies students would see that five boxes are filled in to represent five pennies.
- Abstract: Finally, the students would identify the value of the coins. The teacher then would say there are five box filled in on the ten frame, so how many pennies? The class would answer five pennies and the teacher would then ask how many cents that would be. Students would answer and say the money value, which is five cents. The last stage of the cyle is bringing in the number value to represent the entirety of the problem.