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Idea Bank (Share your ideas, too!) |
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* place value up to 99 * base ten blocks and site * place value and calendar math * place value games for upper elementary * place value activities for upper elementary * place value process without numbers * place value with decimals
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| * Place value up to 99
> I am currently teaching place value up to 99 to my class of
craft stick bundless and milk cartons
We count the days of school we attend. I have taken
milk cartons from the lunch room and covered them with
construction paper. I have three cartons. They are
labeled ones, tens, and hundreds. Everyday we put a craft
stick in the ones carton. When we have ten we bundle them
with a rubber band and put them in the tens carton. Every
time we count up to ten we bundle and it goes to the tens
carton. When we have ten tens we bundle them and put them in
the hundreds carton. I have found this to be beneficial in
helping them understand place value.
suzie-q, 10/28/00 on teachers.net primary elementary board
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pennies and dimes on a piggy bank bulletin board
I also count the first 100 days of school. On a bulletin board I have a
pig pink piggy bank cut out. Everyday we put up a penny
(velcro spots on the bulletin board and on back of large paper coins). When
we get 10 pennies, I take them down, change to a dime and
stick it in the bank. Everyday we count the money orally. I teach
first grade, and this really seemed to help last year.
vicki dugan, 10/29/00 on teachers.net primary elementary board
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pinto beans, cups, and envelopes
I give each child pinto beans and small paper cups (the size for
candy or medicine). Together we count our "cherries" and when we
have 10 we put them in a "bucket." When we have filled 10
buckets, we fill a "truck" (business envelope). This is done on a
mat that is divided into tens and ones. Each child must also
write the number as we do it. This goes pretty slow because I
keep them together but it is very effective and the kids seem to
like it. We usually go to about 150. Most of the kids are ready
to go on counting after this without the "cherries" but a few
continue to need them and I let them use them. Eventually the
class writes to 1000 (on their own after 150). This is a 2nd grade
class.
Posted by Colleen on 10/28/00
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| * Base Ten Blocks and Web site for place value
> I am currently teaching place value up to 99 ... Does
I like all the hands-on activities already shared; the more
hands-on work the better! And most of the materials
mentioned are free. If you can afford them, I highly
recommend the Base Ten Blocks (also known as Powers of Ten Blocks), which
visually show the children that a 10 stick really is worth
ten ones, because it is exactly the same as ten unit-blocks
placed end to end. And the hundreds are exactly the same as
ten ten-rods placed side by side. Some sets include a few
thousands, which are exactly the same as ten hundreds stacked
on top of each other.
The Powers of Ten blocks work best if
you also have "trading mats" which you could also make
yourself out of large paper (legal size or larger). Turn the
sheet horizontally and divide it into thirds; draw a symbol
for the ones at the top of the right section, a ten-rod at
the top of the middle section, and a hundred block at the top
of the left section.
Then if children are doing two-digit addition or subtraction,
they can illustrate the problems on the trading mat and show
the trades needed. Example:
28 + 34
Set out 2 tens and 8 ones.
To subtract:
31 - 14
Set out 3 tens and one one.
So you are physically going through every step of the process.
There is a great Web site which makes this much, much
easier!!! (Although sometimes it is helpful to have the slow
step-by-step hands-on process, especially in second grade!)
The site is
base ten blocks
(but do not try it with AOL; it freezes up. If you have AOL, you
also need to open Internet Explorer and then copy and paste
the URL.)
The site is a java applet which makes it easier to do the steps
above, because to "trade" a ten for ten ones, all you have to
do is click on the hammer tool and then "hammer" a ten, and
it instantly becomes ten ones. To make ten ones into a ten
rod, you just need to line up ten ones and then hit them with
the "glue." Instructions can be accessed from the bottom of
the page. You can use different background mats so that the
objects can illustrate decimals... you can even use them for
algebra!
Wendy P of Math Cats, 10/28/00 on teachers.net primary board
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| * Calendar Math for Place Value and Trading
> I am looking for a good resource with math calendar activities
Tammie, here are most of the activities thatI do for calendar
math:
My bulletin board consists of.......
How I use my board:
Let's say that it is the first day of school. I begin by
crossing off the number 1 on the 100's board.
I then put up
one tally mark on my chart paper that is posted under it.
I then add 1 unifix cube to the one's section of the "box" and
I put an index card with the #1 on it under the ones section
to show the # I have made.
I then ask if the # is odd/even and explain why.
I then add 1 penny to the zip loc bag and
write 1 cent on a post-it note and display that.
I then make my clock say 1 minute after 9 and write the time on a post-it
note and display it under the clock.
I then add a card labeled "1 cup" to a special place on the board as well.
I then display a shape of the day on the board and we discuss
the properties of it.
As you can see, after the 9th day of
school for example, you add 1 more cube and then you can
change your ones in for a ten, your nickel and 5 pennies for
a dime, etc.
I have also added measurement.... Day 1 is 1
inch, and so on.
I also have them make as many equations as
they can that will equal the # of the day. I write some of their
ides an a chart. I then announce "teacher's turn" and I
model some "incredible equations." Like if it's the 50th day of
school, I will write
I hope this makes sense. I probably went into alot more
detail than you needed but I LOVE doing the calendar.
Kaye, 6/26/00 on teachers.net math board
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> Looking for Kaye
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You Found Me!
I have seen people use straws, and I
think that will work fine too. I just want to use the unifix
cubes because that is what they see in their math books and
on our end-of-grade tests and I want to be consistent with
that. (They even make a special pocket chart for the straws
now.)
Underneath my hundreds, tens, and ones section I have a
copy of a blank hundreds board that I ran off. As we add a
one each day I color in one cube on the chart to show how to
graph what I have modeled with the cubes. This helps move
them from the concrete to the picture level.
Did I mention
that I added cups, pints, quarts, 1/2 gallon, gallon? I drew
off blocks to represent this and I cut out squares from
construction paper and laminated them to fit in the blocks
and labeled them. On the 1st day I put up one square. That
was 1 cup. Next day I added another square and that was 2
cups. I moved them both to the pint section to show 2 cups
makes a pint, etc. We go on til we get to a gallon. I have
even used real water and added a cup a day til we got to a
gallon and demonstrated all the conversions along the way.
I hope you can make sense out of this! Sorry this so long but I
think the calendar is a great tool. I can't seem to get my
kids to learn how to tell time, count, etc. by just doing
a "unit." It takes REPETITION over a long period of time for
most of them.
Kaye, 9/04/00 on teachers.net math board
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I bet you're sorry you found me by now. Is this too much
information or what? But I would like to tell you that I have
made what I think is a big improvement to the board. Instead
of using the ziploc bags for the money section, I bought the
big money bulletin board set and laminated the pieces. I
laminated a piece of chart paper and divided it into penny,
nickel, dime, and quarter sections. I attached velcro to the
backs of the money pieces and to the chart. The kids can SEE
this much better (and I try to show the real money too). I
have used play money that they have stored in film canisters
and they model the money amounts as we go along, making the
trades etc. I usually only do this part when I know it is on a
day when we can make a "trade" like on the 5, 10, 15 etc. day
of school.
Kaye, 9/04/00 on teachers.net math board
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| * Place Value Games for Upper Elementary
> I was wondering if any of you have a FUN place value game
game with one die or deck of cards
You can play this game with 1 die or a deck of cards with the jokers,
10's, kings, queens, & jacks removed. Kids make a place value
chart as high as what you've taught. They take turns rolling
die or drawing a card & put that # in any position they want.
The object of the game is to create the highest or the lowest
#. If using a die, they must use each # rolled. If using
cards, they don't have to use a card, but their turn is over
after 1 card. If the deck is finished before you fill in your
spaces, all empty spaces become 0's. Hope this helps! :)
jody, 10/27/00 teachers.net upper elementary board
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homemade board game
I have place value games my Year 4s love, using a pile of cards
with a number on each one, and game boards I made up.
Each child chooses a number (of whatever level of difficulty
you have taught). This is their number for one full circuit
around the board. They roll a die and move a counter around
when it's their turn.
On the board are squares with instructions like "Read your
number aloud," or "Say how many hundreds are in your number,"
or "What is 1 more than your number?" or "Make your number using
blocks," or whatever skills you wish them to practice.
After they go around the board once, they choose a different number
for the next round. They can score a point for each correct
answer, or have to move their counter back to the space they
just came from for incorrect answers.
Kris, 10/28/00 on teachers.net upper elementary board
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Game with two teams and large number cards
I played a game with my third grade class who was learning place
value to the hundred thousands place. We broke my class of
twenty into two teams of 10. Each student was given a large
number card 0 - 9. I would read a number such as "12,543" and the
students would arrange themselves in the proper order. The
students seemed to have a lot of fun and it really reinforced
the concept that I was teaching.
Debbie, 10/28/00 on teachers.net upper elementary board |
| * Place Value Activities, Upper Elementary
I have found the best way to teach place value into the
millions is with my number tiles. I just wanted to share
this with you all. The children are learning expanded
form, word form, and standard form from using the tiles. I
may put something on the overhead such as 20,000 + 6,000 + 80 + 5
and they know that they need to use five tiles because the
largest number has five digits even though there are no
hundreds. They are learning to place a zero in place, utilizing manipulatives and using the book as a reference.
Cleo, NBCT, 9/25/00 on teachers.net upper elementary board
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Thanks for a great idea. I play a "Digit" place game with
4th graders that they really enjoy. I pick a number (then I
let someone else pick one) either with two or three digits
right now--later in the year they get bigger. I give them the
range of "x" and they make guesses with me recording if any of
the numbers within their guess is correct and then if the
correct digits are in the correct place. I use a chart to do
this something like below: (digits must all be different)
X > 20 and X < 99 (i.e.,say the number is 75)
_______________________________________________________
79: 1 digit correct, 1 in the right place
I can't wait to try your tile game though, I think it will be
especially useful for those larger numbers!
Ellie, 9/25/00 on teachers.net upper elementary board |
| * the "infamous place value post" on the process
I posted this before for someone with the same question. It
really solves the place value problem. Hope it helps!
---------------
Monday, July 31, 2000 5:44:48 PM
The critical learning in place value is understanding the period
[units, thousands, millions, etc.] and the name of the place in each period. Dr.
Madeline Hunter described a way for teaching this so kids can
generalize the principle, rather than just have examples. You
start with just lines:
---,---,---
(This would stand for 100,100,100 or a similar #)
Then you teach them the name of each period and an explanation so
they see that the period on the right is the units, etc. Give
them lots of practice just learning these names. With math, often
taking the numbers out is what is necessary for them to see the
process. I always put this on a big chart and we'd practice
several times a day saying the periods. I'd point, they would
name.
Next step is to teach them the place within each. They see a
definite pattern quickly--every period had 3 places and the names
are the same: ones, tens, hundreds. I would write those on the
chart itself (perpendicular to the lines. Then you practice with
these. Point to a line, they will say "that is 10
thousand." Point to another and they will say "100 units" or "1
million." Lots of oral practice on places without numbers is
the key for them to see the pattern and thus remember it. Numbers
in math totally throw the process! Strange, huh?
Once they have this, you put a number in one of the spaces and
zeroes in the others. They will say, depending where the number is,
"that's 10 million" or "that's 20 thousand" or "that's 10."
Once they have this, you show them how you do not have to put the zeroes
in to the left of the number---not 010,000, but 10,000.
Last step is to let them write numbers on the lines after you
dictate them. You say 10,000 and they write the numbers on the
lines. They think this is a great game--and by this time they
really understand the concept. Do two or three of these several
times a day rather than 20 one time. This really helps learning
and remembering.
Soon, you take away the lines and just dictate
the number--they write. Again do a couple several times a day.
They will learn to read the numbers much better after they can
write them. Kids don't really have a concept under executive
control until they can GENERATE examples.
Also you put a numeral
on the board and let them think how they would read it and then
read it to a partner. This gives everyone practice and they can
check their response with the partner.
Taking the numbers out helps kids to see the PROCESS. It is
powerful. When I took the numbers out of math until the kids saw
the process, they actually could do it. There is a reason for
this: in math, the mindset to compute is powerful. Give them numbers
and they want to compute the answer. However, in math, the
process is what matters. Take out the numbers, they CAN'T
compute, and they will look at process. Obviously, once they have
the process you put the numbers back in. But, now, they
understand what they are doing.
I'll bet this is as clear as mud! Hard to explain in writing...
Good luck.
Jan, 9/28/00 on teachers.net upper elementary board |
| * game for place value with decimals
> I would like to get some "hands-on" activities for decimals.
> Paige, 10/02/00
The only game I know is to have a competition as to who can
produce the largest decimal number: each child has a "game
board" that is really the columns
hundreds, tens, ones, tenths, hundredths, thousandths...
You can include any columns you want to "test" on. Then have
a set of large index cards with one digit 0 - 9 on each. Or,
use a standard deck of cards for the overhead, or go to the
dollar store and purchase a jumbo size deck of cards (for
people with arthritis and poor eyesight). Then just remove
the pictures and 10's. You could also use a die (but then
you only get 1 - 6) or make your own decagon die.
Anyway... Shuffle the cards, turn over the top one and read off the
value. They have 10 seconds to place that number in a column
on the game board. They cannot change their minds once it is
in place. Continue until all of the columns are filled.
Then see who produced the largest value number.
After a few games the kids catch on to the concept. That's when you
change the rules. Now try to produce the smallest value.
DSF/NJ (Donna), 10/06/00 on teachers.net math board
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| decimal place value concepts
> I teach 7th graders, and noticed that they don't understand
Hundreds board activity for decimals
I teach 5th graders so I don't go that far into decimals, but
it sounds like you should go back to the beginning of decimal
place value. Work your way over one spot at a time. For
example, one day, introduce the tenths spot and work on that
for a bit. Then, go to the hundredths spot--but stop there
for the day. I don't have any creative ideas, because as far
as reading decimals, we just do a lot of oral practice.
Maybe make some type of matching worksheet that you could
make yourself. Or use a "hundreds" board activity--but you
make it yourself--without the 1-100 on it. Write a bunch of
decimals on it and then have questions such as color all the
decimals blue that have the 4 in the hundredths spot...
Jody, 9/07/00 on teachers.net math board
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Method for saying decimal numbers
How does one method that works for all decimal place values
sound?
1) Place a 1 under the decimal point.
When students find out they can read "big" (actually small)
numbers this way, the tenths, hundredths, and thousandths are
easy.
EXAMPLE: 53.02486891
Put a 1 under the decimal point and then fill out with 00000000
EXAMPLE: 2.408
Put a 1 under the decimal and then fill out with 000
I am sorry, but part of your problem are those who allow
students to say "and" while reading a number without it
meaning the decimal point.
AWP, 10/01/00 on teachers.net math board
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digit and decimal tiles
Thanks to AWP - that was a great idea that I had never heard
of.
I also have manipulative digit tiles and a decimal tile and
we practice making decimal numbers.
karen/tx, 10/04/00 on teachers.net math board
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same method works with regular place value
This is from AWP. I shared how I teach decimal place value with my students
(4th grade). The same basic method is used for regular place value --
actually the decimal version is a modification of my method for determining
place value and reading numbers.
For a person to determine the place value of a non-decimal number:
The modification for the decimals is that the 1 can't go past the decimal
point.
AWP, letter to Math Cats, 11/23/00
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