Math Assigment

Week 12, Assignment B

Supporting Students in Developing Their Understanding of Place Value

Place value is a major topic within mathematics.  It serves as a foundation for reading and writing multi-digit numbers, as well as developing fluency with addition, subtraction, multiplication, and division. In order to build a strong understanding of place value, students must engage in meaningful activities to develop both a visual image and understanding of place value.

Part 1: Tools for Teaching Place Value

Begin by watching this video on tools for teaching Place Value.  As you watch, take detailed notes.  Type your notes below. At minimum your notes should include:

· a visual to represent the three categories of tools  (Like the one shown right after the title slide.) 

· At least two examples of each type of tool. 

· Notes on when each tool is appropriate and when students are ready to move to the next tool. 

Part 2:  1st Grade Place Value

Watch this video on 1st Grade Place Value concepts .  As you watch this video, respond to these guided questions.  You will want to press pause at times in order to record your thinking.  

1. Why is place value difficult for children in K-2?  Explain each of 3 ideas: 

0. What is meant by the term “unitizing”? Give an example. 

0. How does utilizing relate to the place value standards? 

0. A good base-ten model for ones, tens, and hundreds is proportional. What does this mean? 

0. 3 Types of Base Ten Models

1. Group-able Proportional models 

A. What are group-able models? 

B.  What are some examples?

C. Why would we want to start with group-able models when teaching place value? 

D. Why might straws not be a good group-able model? What might you use instead? 

2. Pre-grouped Proportional models 

A. What are pre-grouped models? 

B. What are some examples?

C. Why is it important for students to work with these models? 

D. When would it be appropriate to use pre-grouped models? 1st grade and 2nd grade.

3. Non-Proportional Base Ten Models

A. Describe what these models are. Materials do not display a direct representation. 

B. What are some examples of these models? 

C. Why are these models not good for teaching place value at the early K-1 level? 

0. Describe a great kindergarten, first grade, and second grade place value activity.  What is the goal of each activity?  How is each activity/goal different from the prior grade’s activity/goal? 

	Kindergarten Activity	First Grade Activity	Second Grade Activity
Describe Activity:
Goal:
How do the activities/goals change for each grade?

0. At the end of this video, Ms. Coker shows some common place value activities and asks the viewer to evaluate the resources. Work along with Ms. Coker to determine if each activity is effective for teaching early 1st graders place value concepts. 

1. Marshmallow Math:  Is this an effective activity for teaching early place value concepts?  · If yes: Why is this activity effective? For which grade would it be most appropriate? · If no: Why is this activity not effective?

2. Bag O’ Things: Is this an effective activity for teaching early place value concepts?  · If yes: Why is this activity effective? For which grade would it be most appropriate? · If no: Why is this activity not effective?

3. Bean Collage: Is this an effective activity for teaching early place value concepts?  · If yes: Why is this activity effective? For which grade would it be most appropriate? · If no: Why is this activity not effective?

4. Place Value Tens & Ones: Is this an effective activity for teaching early place value concepts?  · If yes: Why is this activity effective? For which grade would it be most appropriate? · If no: Why is this activity not effective?

5. Tall Towers: Is this an effective activity for teaching early place value concepts?  · If yes: Why is this activity effective? For which grade would it be most appropriate? · If no: Why is this activity not effective?