In order to complete this worksheet the children were asked to count by 5's to complete it. 5, 15, 20, 35, 45, 50, 55, 65, 75, 85, and 95 were given on the worksheet and the children filled in the rest. This child used rote counting by 5's to complete this worksheet. I saw some of the children using a number line to help them; however, this child had memorized the order of counting by 5's. In order to extend this child's thinking, I would create a real-world problem using this skill of counting by 5's. For example,
Jane had a clock that counted by 5 minute increments. How many minutes into an hour would it be if the minute hand was pointing to the 4 on her clock? With this problem the students would apply their knowledge of counting by 5's, without just relying on rote counting.
You have good thinking here. Also try to think about how different approaches to solve the problem (e.g., number facts vs. number line, etc.) might evidence different types of mathematical understanding of this big idea (what is the big idea for this task?).
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