A Five Minute Assessment of Place Value
Citation: Berman, J. (2011). SToPV A FIVE MINUTE ASSESSMENT OF PLACE VALUE. Australian Primary Mathematics Classroom, 16(4), 24-28.
Summary
This article gave six tasks of place value that can help give you a better idea of where your students’ understanding of the number system is currently at.This can help teachers with their teaching strategies and being able to differentiate in their classroom. The six tasks in the article assess part-whole, representation, counting, multi-digit reading and writing, and the role of zero as a place holder in numbers. Every task has a set of levels of response against, which to match students’ responses. The three stages that they listed were emergent, construction, and established/understanding. They defined these terms as emergent students’ being able to initial understands concepts and skills. The construction students’ are defined as developing concepts and
skills; and established students’ are defined as consolidated concepts and skills. These tie into concrete, representational, and abstract stages that we discussed learned about in class. At the end of the article they discuss what the student was capable of doing throughout the six tasks and what stage they
are at with understanding place value. This article can help with further teaching and learning in the classroom by being able to identify what stage your
students’ are at when understanding place value.
Summary
This article gave six tasks of place value that can help give you a better idea of where your students’ understanding of the number system is currently at.This can help teachers with their teaching strategies and being able to differentiate in their classroom. The six tasks in the article assess part-whole, representation, counting, multi-digit reading and writing, and the role of zero as a place holder in numbers. Every task has a set of levels of response against, which to match students’ responses. The three stages that they listed were emergent, construction, and established/understanding. They defined these terms as emergent students’ being able to initial understands concepts and skills. The construction students’ are defined as developing concepts and
skills; and established students’ are defined as consolidated concepts and skills. These tie into concrete, representational, and abstract stages that we discussed learned about in class. At the end of the article they discuss what the student was capable of doing throughout the six tasks and what stage they
are at with understanding place value. This article can help with further teaching and learning in the classroom by being able to identify what stage your
students’ are at when understanding place value.
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place_value_article.pdf | |
File Size: | 461 kb |
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Helping Students To Make Sense of Decimal Place Value
Citation: Roche, A. (2010). Helping Students To Make Sense Of Decimal Place Value. Australian Primary Mathematics Classroom, 15(2), 4-10.
Summary:
The article is a great resource for teachers who are looking for a math game to utilize in their classroom. The game explained throughout the article introduces the Decimat as a model for representing decimals. The Decimat model can be a great tool for students to make sense of decimals once they understand how to use the model. This model allows students to clear up any misconceptions they may have in regards to the relative size of two decimals. When students are unclear about the relative size of two decimals they are then able to shade in two blank Decimats and then move on to compare the areas that they shaded.
Article Link: /uploads/9/2/4/5/9245768/decimats-helping_students_to_maje_sense_of_decimal_place_value.pdf
Summary:
The article is a great resource for teachers who are looking for a math game to utilize in their classroom. The game explained throughout the article introduces the Decimat as a model for representing decimals. The Decimat model can be a great tool for students to make sense of decimals once they understand how to use the model. This model allows students to clear up any misconceptions they may have in regards to the relative size of two decimals. When students are unclear about the relative size of two decimals they are then able to shade in two blank Decimats and then move on to compare the areas that they shaded.
Article Link: /uploads/9/2/4/5/9245768/decimats-helping_students_to_maje_sense_of_decimal_place_value.pdf
The Development of Counting Cards: A New Maths Aid for Teaching Place Value, Addition and Subtraction up to 1 Million
Citation:
Taylor, C. (2004). The development of COUNTING CARDS A new maths aid for teaching place value, addition and subtraction up to 1 million. Australian Primary Mathematics Classroom, 9(2), 25-27.
Summary:
The article details a way to teach place value, addition and subtraction using counting cards. Units are represented by a black dot. Each place value card is a different color; tens are yellow, hundreds are green and thousands are blue. The cards show 10 of the previous place value. For example, tens are represented by a yellow card and will have 10 black dots located on them. This shows students that one ten equals 10 dots (ones). These cards can be used to help students understand that there are 10 ones in one 1 ten, etc. They can also be used to teach students addition and subtraction by swapping out cards for the next larger or smaller card.
Article Link:
Taylor, C. (2004). The development of COUNTING CARDS A new maths aid for teaching place value, addition and subtraction up to 1 million. Australian Primary Mathematics Classroom, 9(2), 25-27.
Summary:
The article details a way to teach place value, addition and subtraction using counting cards. Units are represented by a black dot. Each place value card is a different color; tens are yellow, hundreds are green and thousands are blue. The cards show 10 of the previous place value. For example, tens are represented by a yellow card and will have 10 black dots located on them. This shows students that one ten equals 10 dots (ones). These cards can be used to help students understand that there are 10 ones in one 1 ten, etc. They can also be used to teach students addition and subtraction by swapping out cards for the next larger or smaller card.
Article Link:
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13490432.pdf | |
File Size: | 288 kb |
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Place Value and Mathematics for Students with Mild Disabilities: Data and Suggested Practices
Citation:
Cawley, J. F., Parmar, R. S., Lucas-Fusco, L. M., Kilian, J. D., & Foley, T. E. (2007). Place Value and Mathematics for Students with Mild Disabilities: Data and Suggested Practices. Learning Disabilities: A Contemporary Journal, 5(1), 21-39.
Summary:
This article discusses data from students with mild disabilities and what they encountered through mathematics but mainly place value. The article goes into discuss about the suggessted practices that we as teachers can use to help students with mild disabilities learn place value in math. Throughout the article the author or authors examine the types of ways students with mild disabilities used their own ways to determine a place value question. They also mention in the article that knowledge of place value in base-ten numeration is necessary for understanding place value. They give examples or problems for students with mild disabilities such as 321 plus 345 but they write the two numbers on top of each other so the student can understand the place values in each number. (Hundreds, tens, and ones palce.) The article gives us examples or suggestions to use to help support or aid students with mild disabilities to understand place value in mathematics.
Cawley, J. F., Parmar, R. S., Lucas-Fusco, L. M., Kilian, J. D., & Foley, T. E. (2007). Place Value and Mathematics for Students with Mild Disabilities: Data and Suggested Practices. Learning Disabilities: A Contemporary Journal, 5(1), 21-39.
Summary:
This article discusses data from students with mild disabilities and what they encountered through mathematics but mainly place value. The article goes into discuss about the suggessted practices that we as teachers can use to help students with mild disabilities learn place value in math. Throughout the article the author or authors examine the types of ways students with mild disabilities used their own ways to determine a place value question. They also mention in the article that knowledge of place value in base-ten numeration is necessary for understanding place value. They give examples or problems for students with mild disabilities such as 321 plus 345 but they write the two numbers on top of each other so the student can understand the place values in each number. (Hundreds, tens, and ones palce.) The article gives us examples or suggestions to use to help support or aid students with mild disabilities to understand place value in mathematics.
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ebscohost__place_value_and_mathematics_for_students_with_mild_disabilities__.pdf | |
File Size: | 188 kb |
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