Place Value Vers 2 (Page 3 of 4) in pdf

Place Value Vers 2 Page 3

Ongoing e xperiences c ould i nclude m ini-‐lessons a s n eeded, g ames f or p ractice a nd

building f luency, ( eg. F ive T owers, T en F rame a nd H undred C hart g ames s uch a s r oll a nd

fill t o a s pecific n umber) a nd p rovocations.

Some e xamples o f p lace v alue p rovocations i nclude:

What c an y ou f ind o ut a bout n umbers? ( provide a 1 00-‐chart a nd

pebbles)

Choose t hree d igits. W hat d ifferent n umbers c an y ou m ake?

How m any d ifferent w ays c an y ou d ecompose _ _______?

How a re n umbers a re u sed i n t he w orld a round y ou?

How c an y ou c ompare a nd s ort t hese n umbers?

What t o l ook f or?

Provide s tudents w ith a s mall c ollection o f m aterials t o c ount.

Are s tudents a ble t o f orm a nd c ount g roups o f t ens? A re s tudents a ble t o i nterpret a

set o f m aterials a s g roups o f t en a nd e xtras/leftovers?

Prompt s tudents t o r ecord p ictorially a nd s ymbolically.

Are s tudents a ble t o d o t his a ccurately? D o s tudents u se a f orm o f r epresentation l ike

a d ot o r t ally m ark t o r epresent a c ube? D o s tudents u nderstand t hat a d igit

represents a p lace v alue? ( ie. f or a q uantity o f 5 2, d o t hey r ecord t he n umber 5 2 o r

502 t o r epresent 5 0 a nd 2 ).

After t ime w orking w ith t he c ounting a nd r ecording w ith t ens a nd o nes, a sk s tudents t o

describe t he c oncept o f p lace v alue.

Are s tudents a ble t o d ecompose a n umber i nto t ens a nd o nes? A re s tudents a ble t o

generalize t hat a d igit i n t he t ens p lace c an r epresent a s et o f g roups? A re t hey a ble

to g eneralize t his t o l arger n umbers? D o t hey u nderstand t he r ole o f z ero a s a

placeholder? ( ie. i n t he n umber 4 08, t he z ero i ndicates t here a re z ero t ens) A re

students a ble t o t alk a bout t he b ig i dea o f p lace v alue w ithin o ur n umber s ystem?

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