Aligning Support with Georgia Standards in a Math Lesson
You are a paraprofessional in a 2nd-grade classroom. The class is working on Georgia Standard MGSE2.NBT.5: fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction. The teacher has introduced the standard algorithm for addition with regrouping. Several students, including two with IEPs, are struggling with the concept of regrouping. The teacher asks you to work with a small group of four students to provide additional practice. You have 25 minutes. The students have base-ten blocks available, but the teacher's lesson did not use them.
1. How would you structure the 25-minute small-group session to help the students understand regrouping? Include specific activities and explain how they align with the standard.
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I would begin with a 5-minute review using base-ten blocks to model a two-digit number (e.g., 34) and then add another number (e.g., 28) by combining ones and regrouping 10 ones as a ten. This concrete representation aligns with the standard's emphasis on place value and properties of operations. Next, I would have students practice with the blocks in pairs, solving problems like 47 + 25, and verbalize the regrouping process. Then, I would connect the concrete model to the written algorithm, showing how the regrouped ten is recorded. Finally, I would provide 5 minutes of independent practice with a few problems, monitoring and giving feedback. This sequence (concrete-representational-abstract) supports understanding and aligns with MGSE2.NBT.5 by building fluency through strategies.
2. One student, who has an IEP for math calculation difficulties, becomes frustrated and says, 'I can't do this. I'm dumb.' What should you say and do, and why?
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I would calmly respond, 'You are not dumb. This is a tricky concept, and we are going to figure it out together.' I would then break the task into smaller steps, using the base-ten blocks to demonstrate a simpler problem (e.g., 23 + 9) and provide immediate praise for effort. I would avoid saying 'It's easy' because that minimizes his struggle. This response supports a growth mindset, reduces anxiety, and aligns with the IEP's emphasis on building confidence and using accommodations. I would also note the incident for the teacher to address self-advocacy skills.