- Take it slowly
- Use multiple representations
- Ask the right questions
Let’s take a look at each idea individually.
Take it slowly
“However, if place value concepts are to be meaningful, children need to know more than what digit is in the tens place and what digit is in the ones place. They need to know that the underlying structure of two-digit numbers is based on organizing numbers into groups of tens and ones. This understanding is critical and basic to successful future work with larger numbers and decimals.”
It is a major milestone for a child to transition from counting items one-by-one to understanding that we can count a group of ten as a single unit. This skill is call unitizing. Students should have ample experience working with numbers from 10 to 20 and seeing that numbers can be thought of as ten and some more before going on to greater 2-digit numbers. If a student can’t tell you immediately that a ten and 3 ones is 13, they probably need more practice with numbers less than twenty.
Use multiple representations
Another great way to count the days in school is to use ten-frames. I found this picture on Pinterest a while back, and I love it!
Van de Walle tells us that traditional base-10 blocks are far too abstract for students at the beginning of their place value journey. Why? Because students can’t physically combine ones to make the ten and they can’t break it back into ones. Instead, students should use groupable materials, such as linking cubes, bundled straws, beans in small cups, etc., so they can build a ten and then break it back into ones.
Another great tool for exploring place value is the hundred chart. Because the structure of the chart groups numbers into rows of tens, it is a useful representation for exploring concepts such as ten more and ten less.As students are representing 2- and 3-digit numbers with concrete materials, be sure to connect their hands-on learning to the abstract symbols behind the models they are building. This handy little holder and set of place value cards helps students see the values behind (literally…ha ha) the digits. I made it to show numbers through the hundreds, but of course you would start with only tens and ones.
Let’s go back to how you might use this with the straw mess from the 76th day of school. As students count out bundles of tens, use the cards with the multiples of tens to keep count of how many straws they have. So when they count 10 straws and bundle them, put out the card that says 10. Don’t put it in the holder yet–just use the cards to keep track. As they bundle another ten, replace the 10 card with the 20 card. Keep doing this until they are showing the 70 card to represent the 70 straws that are now bundled. They count the final 6 straws and take out the 6 card. Now put the 70 card and the 6 card in the holder so they can see how the 70 bundled straws are shown as 7 tens.
Of course there are lots of other uses for the cards. You can grab your own set of cards and holder for free by clicking here!
Ask the right questions
- what does that mean?
- can you show me that with … (linking cubes, base-10 blocks, etc.)?
- can you draw that for me?
- how is that different from having the same digit in the ones place?
Head on over to the next stop along the hop and see what The Recovering Traditionalist has to say about place value!
Thanks so much for sharing! I always LOVE your ideas and use many of your materials. I am a 5th/6th grade math interventionist near San Antonio (SCUC ISD) and we are currently working on place value of bigger numbers. Would you be willing to share your schedule/how you organize your time with your kiddos? I only have about 40 minutes with each group so I’m definitely pinched for time. I’d be so grateful!!! [email protected]
Julia, I see each of my groups for 30 minutes a day, five days a week. It’s a pull-out program during what we call “extended learning” time, so the kiddos aren’t missing classroom instruction. My groups are from 3-5 students.
I love your discussion of asking the “right” questions. I especially like “How is that different from having the same digit in the ones place?” This could be an especially powerful question for 4th and 5th grade students who are expected to understand patterns of ten on the place value chart and each place value being 10x more or 10x less than the place value to the left or right. Thanks for the thought provoking post! The Math Spot
Thanks so much! Questioning can definitely transform a good lesson into a great one.
I love your point about base 10 blocks being to abstract for kids when they first start learning place value! The importance of multiple representations can not be emphasized enough!
The Math Maniac
Exactly, Tara! If we only use one type of manipulative, we run the risk of students beginning to think that “ten” has to look a certain way.
Love the points you make in this post! So important to use various tools depending on student readiness. Thanks so much for sharing!
My pleasure, Sarah! I think multiple representations lead to deeper understanding.
Just worked with a first grader and love the additional resources. I am heading to the copier right now to run off the place value holder and cards. I think to see the multiples of 10 and then 1s will help.
Your comments are spot on regarding assessment and manipulatives. It really bothers me that some publishers simply ask which digit is in the tens place, which digit is in the ones place? As if the response measures place value understanding. Add in the student has a 50-50 chance of getting it correct just with a guess.
Wish I could get PD or grad credits for reading your posts. I would have my PHD by now!!!