They can see the need for strategies such as counting in 2s as it is much quicker especially when re counting or checking. Being able to see patterns is beginning to emerge as a way to solve problems when we change the numbers. Doubles are another way problems are being solved. One group discovered how time consuming it was having to go back to one each time to check and recheck until one child said that, "It must be 25 because we have already worked it out." He then just counted on from 25 without being taught how to do it. He then shared his learning with the class.
A group of children have also recognised the usefulness of knowing combinations of ten and the idea that "if I know 2 + 3 = 5 then I also know that 20 + 30 = 50" by applying patterns to 100. These children are able to identify numbers to 100 and they are seeking out patterns. Others who are not numerate to 10 are finding it frustrating to work in this range and often shout out "a million" to a question they are working on.
They are also learning that it is OK to make mistakes and to rethink their first ideas, or to have different answers and to check which answer is a better one.
Drawings have become less elaborate as they see the need is not for artistic drawings but simple representations. Some groups will just do drawings while others will check their work using mathematical notations or use a number line.
There are still problems with "passengers" who are unwilling to share their learning or engage in a group. These children are unsure in their own mathematical thinking and will not ask questions to help with their learning. They quickly lose interest and can become disruptive. Trying to re-engage them in simple counting tasks or getting equipment to help their group works for a short time until they lose focus again. Is this because these children are just not "learn ready"?
The children have not yet seen that they can transfer their learning that they gained in one problem to another. I also feel that discussions are still too teacher led to get them thinking. Modelling and revisiting how to ask questions takes up a lot of time but hopefully it will become less time consuming as the DMiC way of learning becomes more familiar.