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Place Value Perfection

Create a math name using alliteration and math terms. Introduce yourself using a table tent. Adult Number Sense Quiz and Game included.

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Place Value Perfection

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  1. Place Value Perfection Lindsey Molenaar, Cedar Hill Mathematics Coach Jennifer Tomayko, Cedar Hill 4th Grade Teacher

  2. Math Name Game Use alliteration and math terms to create a new math name. Write your math name and your position for next year on your paper. Last, create a table tent and introduce yourself to your neighbors!

  3. Do you have a strong sense of number? Adult Number Sense Quiz Adult Number Sense Game

  4. Place Value Progression • Big Idea One - Sets of ten (and tens of tens) can be perceived as single entities or units. For example, three sets of tens and two singles is a base-ten method of describing 32 single objects. This is the major principle of base-ten numeration. National Library of Virtual Manipulatives

  5. Place Value Progression … • Big Idea Two - The positions of digits in numbers determine what they represent and which size group they count. This is the major organizing principle of place value numeration and is central for developing number sense. Greg Tang Place Value Game

  6. Place Value Progression… • Big Idea Three:  There are patterns in the way that numbers are formed. For example, each decade has a symbolic pattern reflective of the 0-9 sequence (e.g., 20, 21, 22 …29).

  7. Place Value Progression… • Big Idea Four: The groupings of ones, tens, and hundreds can be taken apart in different but equivalent ways. For example, beyond the typical way to decompose 256 of 2 hundreds, 5 tens, and 6 ones, it can be represented as 1 hundred, 14 tens, and 16 ones but also as 250 and 6. Decomposing and composing multi-digit numbers in flexible ways is a necessary foundation for computational estimation and exact computation. *3 other ways activity

  8. Place Value Progression… • Big Idea Five: “Really big” numbers are best understood in terms of familiar real-world referents. It is difficult to conceptualize quantities as large as 1000 or more. However, the number of people who will fill the local sports arena is, for example, a meaningful referent for those who have experienced that crowd.

  9. Place Value Vertical Alignment • Read the foundation of our place value standards. • Determine how the standards build from Kindergarten through Sixth grade. • Sort the standards by grade level from K-6. • Discuss your findings.

  10. Vertical Alignment Kindergarten AKS First Grade AKS

  11. Vertical Alignment Second Grade Third Grade

  12. Vertical Alignment Fourth Grade Fifth Grade

  13. A Quick Place-Value Formative Assessment! Digital Correspondence Task(Ross 1986,2002) 1)Take out 36 blocks. Ask the student to count the blocks, and then have the student write the number that tells how many there are. 2) Circle the 6 in 36 and ask, “Does this part of your 36 have anything to do with how many blocks there are?” 3) Circle the 3 and repeat the question. Do not give clues. Based on their response, they can be identified at five levels of place value understanding.

  14. Levels of Place Value Understanding • Level 1: Single numeral Student views the number 36 as one numeral • Level 2: Position names Student identifies the tens and one position but makes not connection between the individual digits and the blocks • Level 3: Face Value Student matches 6 block with 6 and three blocks with 3 • Level 4: Transition to Place Value The 6 is matched with six blocks and the 3 with the remaining 30, but not as three groups of 10 • Level 5: Full Understanding

  15. Greg Tang’s Funny Numbers -Step 1: Add the columns vertically. Leave the double digit number in the "ones" column. -Step 2: Add the number in the "tens" column to the tens number (1) from the "ones" column.HINT: It will always be a 1 that you add. -Step 3: Bring the remaining "ones" number down. This is your final answer. This is a different way to look at addition, instead of "carry the one." With enough practice, the students will be able to do this in their heads without having to write out the funny number. You can add and subtract larger numbers too!

  16. Place Value in Action This second grade teacher models two games: Trash Can & 101 and Out How would you use an activity like this in your room? What (if any) modifications would you make?

  17. Open Number Line • A new tool in EVERY grade level’s manipulative kit! • A visual way to display students thinking place value number line • Let’s explore: • Making a chronological number line • Subtraction on the number line • Multiplication on the number line

  18. Place Value Gallery Time • View the place value activities. • Take pictures or note ideas. • Read cards or ask questions about any stations. • Be inspired!

  19. Reflection & Differentiation • Reflect on your learning today: • How will you develop place value with your students next year? • What activities will you use in your classroom? • How or what would you modify in these activities? • What concerns you mathematically about your students? • What are you confident and excited about teaching your students in math?

  20. Questions or Comments?

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