Place Value Vers 2 (Page 2 of 4) in pdf

What t o t hink a bout?

• Begin b y e nsuring t hat s tudents h ave o ne-‐to-‐one c orrespondence a nd a re a ble t o

count b eyond t en. I n p articular, s tudents s hould d emonstrate a n a bility t o c ount

all, c ount o n, d ecomposing/recomposing p arts a nd m aking t en.

• Begin d eveloping b ase t en u nderstanding b y w orking w ith g roups o f t ens, m oving

to t he u se o f a t en f rame. F rom h ere, m ove t o d eveloping u nderstanding o f t en a s a

unit – f or e xample, c ounting g roups o f t ens.

• Provide s tudents w ith m ultiple o pportunities t o u se v arious c oncrete m aterials t o

create r epresentations f or n umbers.

• Create o pportunities f or s tudents t o w ork w ith a q uantity o f m aterials w here

students g roup m aterials i nto t ens a nd s ee a nd n ame t he q uantity a s a s pecific

number o f t ens p lus s ome “ ones” r emaining.

• A v ariety o f b oth m athematically s tructured m aterials s uch a s U nifix c ubes, b ase

ten b locks a nd C uisenaire r ods a s w ell a s o ther m aterials s uch a s r ocks, s hells a nd

buttons o ffer d ifferent p ossibilities f or t hinking a bout g roups o f t en a nd

representing n umbers.

Note: D epending o n t he t ime o f y ear a nd y our s tudents, c onsider t he q uantity o f m aterials

(ie. i n K indergarten s tudents m ay f ocus o n t een n umbers – t en a nd s ome o nes) m oving t o

consolidated u nderstanding o f t een n umbers i n g rade 1 a nd t wo-‐digit n umbers t o 9 9 i n

grade 2 .

What t o d o?

Gather s tudents t ogether a nd b ring o ut a s mall b ag o f m aterials ( counting c ollection).

Spill t he m aterials i n f ront o f y ou o n t he c arpet a nd a sk: H ow m any d o y ou t hink t here

are? H ow c ould w e c ount t hem? H ave s tudents s hare t heir i deas a nd r ecord t he w ays

students c ounted o n a c hart/whiteboard. I f s tudents h aven’t s uggested c ounting b y 1 0s

and 1 s, t hen s hare t hat w ay o f c ounting. P rovide p airs o f s tudents w ith t heir o wn b ags o f

materials t o c ount a nd h ave t hem c ount t he c ollection b y g rouping i n 1 0s a nd c ounting

on t he e xtra 1 s. E ither i n m ath n otebooks, o n a c lipboard o r o n a c hart/whiteboard,

have s tudents r ecord t heir c ount b eginning w ith a p ictorial r epresentation ( groups o f

tens a nd o nes) a nd t hen t he s ymbolic n otation o f t he n umber, r epresenting t he q uantity

counted. H ave s tudents t rade t heir c ounting

collections a nd c ontinue w ith t he p rocess. B ring

students t ogether t o c ompare t heir r ecordings a nd

what t hey n oticed – h ow a re t hese a like a nd

different?

Place Value Vers 2 Page 2