10. Concept Map- Understanding Place Value

Understanding Place Value

Numbers and Operations in Base Ten. (Understanding Place Value.) 1. NBT 2a-3

I.       USE OF BASE TEN BLOCKS

The use of base ten blocks will provide the students with rough material to better understand the meaning of place value. The blocks also allow students to visual each place value individually. In the game it easily provides the students with capability of identifying the ones and tens value.

A.    Understanding two number digits

B.    Number digits represent amounts of tens and ones. children will count the blocks then choose the correct response.  

II.     ODD OR EVEN

The odd or even activity helps children learn to place numbers in order. for example, wether the number one should be placed before or after the number two. In this activity the game of shooting the fruit consist of identifying if its odd or even. Another good way to show the activity is that you could display on your board/smart board "nn nn n" and have the students identify wether the pattern is odd or even. In this case the pattern would be odd. 

A.    Identify a pattern of numbers in the game.

B.    Comparing tens and ones digits.

III.    PLACEMENT

With the placement activity, it allows students understand the placement of ones and tens. The activity will consist of drawing a placemat (In Paint Program) with two different columns labeling them ones and tens. Give the students a number 23. The students will then draw the amount of sticks needed for each placement.

A.    Understand placement of tens and ones.

B.    Use of paint to draw placemat. The students will then place correct numbers under the column.

IV.    GREATER THAN OR LESS THAN

The greater than or less then activity also provides the student with sense of acknowledging place value. When using this the students or able to understand the pattern the numbers describe. This activity consist of passing out 2 cards to each student, then have the children label wether the cards are less than (<), greater than (>), or equal (=).

A.    Understanding where numbers are placed in value.

B.    Compare tens and ones digits using symbols <, >, =.

1.    Students will have two cards each.

2.    Then the students will begin labeling the relevance of the cards,  wether it is <, >, or =.

V.     NUMBER LINE

The number line activity allows the students to count aloud seeing the placement of each number 1,2,3. In this activity simple draw a number line have missing variables for the students to fill in. This can be done on the Paint program on the computer.

A.    Counting aloud, along with voice recorded video.

B.    See placement of numbers by using paint able to draw out the number line.