Cognitively Guided Instruction
CGI Training
Grade 5 Reflections

Use this page to post reflections/questions, responses to collegues questions and reflections, important learnings and other good information.
Angela Balk-Turkey Valley 3rd-6th Resource Room Teacher
I was excited to find that the problems we are working on in CGI came up the very next day in our Saxon math book. The student recognized that they were the same kind of problems and was able to solve the problems when I don't think he would have before the CGI instruction.
Angela Balk-Turkey Valley
I had my students do the chair leg problem from the article that we read. It was interesting to see how many different ways the kids could come up the answer. I told them each to first act like a detective and take notes about the number of chairs in the room and come back to their seat and figure out the answer. They really enjoyed the work and there are many ways to come up with the right answer.
Yeah! CGI obviously is making a difference for this student. Robyn V. Turkey Valley
Fifth Grade Problem:
Bob reads 10 pages each day. How many days will it take him to read 464 pages?
11/24/09 Starmont
I administered this problem to two sections of 5th graders and one group of 6th grade. Many of the students used the standard algorithm in solving this. One student showed that there were 46 tens in 464. Some students showed that 10 days = 100 pages, 20 days = 200 pages etc. Some didn't know what to do with the remainder.
William has 172 quarters. He puts 15 quarters into each cup. How many cups can he fill with 15 quarters? How many quarters will he have left over? How much money does he have in each cup? How much money does he have altogether? Posted by Jason Rubin, Oelwein
This problem was administered to my 5th grade students. One student showed that if 4 quarters equals 1 dollar, then 40 quarters equal 10 dollars, 80 quarters equal 20 dollars, etc. until he reached 160 quarters. He calculated how many more quarters he needed to reach 172, then calculated the amount of money in 12 quarters, added, then reached the total amount of money. Many students were able to use a standard algorithm to conclude that 11 cups were needed, with seven quarters left over. Some students were focused on multiplying the 15, rather than the 25 when mulitplying the number of quarters to the value of the coin.
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