PLACE VALUE MAtEriALs - Center for Innovation in Education

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$Math a Way of Thinking Course Syllabus - Center for Innovation in ...$

Chapter 11: Place ValueInside-OutsideThis activity is described in Mathematics TheirWay (see Geoboard Designs, MTW, p. 316).The description (and picture illustration) usesonly one geoboard. In order to provide childrenwith regrouping experiences, there must be aminimum of two boards side-by-side.Place Value MaterialsPlace Value BoardsMaterials for each place value board: 12" x 9" tagboard; a 5-1/2" x 8-1/2"piece of blue mimeo or construction paper; a 12" x 9" piece of whiteconstruction paper; glue stick or rubber cement; 2 library pockets(Use protective covering after the place value board is completed.)Procedure: Glue the white paper to the tagboard. Glue the blue paperon the left side on top of the white paper. Draw a happy face in theupper left corner to provide a "right side up" signal to the children.Place Value Flip Pockets: Glue two library pockets on the back side ofthe place value board. (One for the blue side and one for the whiteside.) Be sure to place the pockets as close to the middle of the board aspossible.Some teachers cut the place value boards in half and hinge them withtape on the back side. The folded place value boards are easy to store.Note: If the class is going to be working a lot with 3 column numbers,you may want to attach an additional (5-1/2" x 8-1/2") piece of tagboard(with a different color of construction paper glued on top of it)to the left of the blue side. The children can fold this piece under theblue side of the place value board when they are not using it.Star WorksheetNL, Blackline #43; tape; place value boardsNote: The star papers are to be used with the base ten activities only.(see NL, p. 11.17 for an explanation of its purpose)Procedure: Duplicate the star blackline. Cut the paper on the dottedline. Tape the star paper onto the white side of the place value board.Place Value FlipsMaterials: Number Flips*; chicken rings**, Chinese Jacks or small metalrings; scissors* Making Number Flips from scatch can be time consuming. We recommendthat you purchase this item, predrilled and ready to assemblefrom the Center for Innovation in Education. If you want to assembleyour own, please consult MTW, p. 363 for the directions.** Chicken rings: From a feed store or at www.chickenrings.comPage 11.20© 2011 Center for Innovation in Education, Saratoga, California
Place Value StationsCOUNTING Containers of ESTIMATING ANDOBJECTSCHECKINGPage #'s MTW, p. 310MTW, p. 308, 360Activity Description* Recording materials are placed in the tubbing stations only after the children have had sufficient time to work at the concrete (concept) level with the manipulatives. Depending on the class'sexperience and the material in the tubbing station, the time allowed may span from several weeks to several months. Recording should be introduced as an optional activity.Additional materials needed Additional materials needed: Additional materials needed: Additional materials needed: Additional materials needed:Record Activity ing Description*MTW, p. 315PERIMETERSUNIFIX STACKSMTW, pp. 320, 396Materials needed: Materials needed: Materials needed: Materials needed:• 6-10 small containers with small • 7-10 empty jars or containers • old geoboard records (MTW, p. • 3 more/less spinnersMaterials needed:objects inside (bread tabs, macaroni,• 3-4 large margarine tubs of beans 177)• 3 wooden cubes with numbersbuttons, rocks, dried pinto (each with a different type of bean, • Unifix cubes in one color (about 80 0,1,2,3,4, and 5 written on thembeans, etc.)e.g., large kidney, lima beans, pinto cubes)• Unifix cubes• 1 or 2 oz. portion cupsbeans…)• 4-5 place value boards• 3 Unifix stack gameboards• 5-6 empty margarine tubs • 1 or 2 oz. portion cups(MTW, Blackline #29)• 4-5 place value boards• 4-5 place value boards• 4-5 place value boards• 5-6 empty margarine tubsProcedure: The children select onecontainer and estimate how manyobjects are inside. Then they placeeach group of ten objects in a portioncup. When there are enoughto make a hundred, the ten portioncups of objects are stacked andplaced inside a margarine tub. Thechildren place objects on the placevalue board and read the number.• NL Blackline #14 stored in asmall plastic zippered bagRecording: The children record theirestimates in the first box, count theobjects into portion cups and record theactual number in the second box on therecording sheet.Extension: The children count theobjects in the containers by 1’s, 2’s, 3’s,5’s, 10’s etc. They record the countingsequence on either a 2 column or 3column place value strips.A blank 10 x 10 matrix (NL Blackline#45), 0-99 matrix (MTW Blackline #56)or hundred’s chart (NL blackline #44)can also be used to record the countingsequence.Procedure: The children select anempty container and fill it with beans.Then they estimate how many beansare in the container. Then they placeeach group of ten beans in a portioncup. When there are enough to makea hundred, the ten portion cups ofbeans are stacked and placed inside amargarine tub. The children arrangethe beans on the place value boardand count to find the total number ofbeans.• NL Blackline #14 stored in a smallplastic zippered bagRecording: The children record theirestimates in the first box, count theobjects into portion cups and recordthe actual number in the second boxon the recording sheet.Extension: The children count thebeans in the containers by 1’s, 2’s, 3’s,5’s, 10’s etc. They record the countingsequence on either a 2 column or 3column place value strips.A blank 10 x 10 matrix (NL Blackline#45), 0-99 matrix (MTW Blackline#56) or hundred’s chart (NL blackline#44) can also be used to record thecounting sequence.Procedure: The children predict thenumber of Unifix cubes it will take tomeasure the perimeter of a geoboarddesign. (One unit equals one side ofthe colored square on the recordingsheet.) Then they mark each unitwith a Unifix cube, snap the cubestogether into a train, and divide thetrain into groups of ten's and one's.The Unifix cubes are then placed onthe place value board.• MTW Blackline #40 in a smallplastic zippered bagRecording: The children write theirestimates on the recording sheets.Then they check their estimates byplacing the Unifix cubes around theperimeter of the design. The childrenthen group the Unifix cubes used tomeasure the perimeter into ten's andone's. They record the actual number.Procedure: Two children taketurns rolling their dice and placinga stack of cubes on their row of thegameboard. If a child rolls a zero,he or she leaves the box empty.When the rows are completed, theysnap their cubes together in groupsof ten's.• MTW Blackline #61 in a smallplastic zippered bagRecording: Each child writes his orher name on the recording sheet.They play the game. Then eachchild adds his or her Unifix cubes,and records the number in the appropriatebox. One child spins themore/less spinner to determine thewinner.MAGAZINE PICTURESNL, p. 11.19• Magazine pictures or wrappingpaper showing between 12-100objects easily countable (a flock ofbirds, a parking lot of cars, a picketfence, a row of toys, a crowd ofpeople, a box of chocolates, etc.)covered with acetate• 6 water color marking pensProcedure: The children choose apicture, loop the objects into groupsof tens and then count the total.• NL Blackline #42 in a small plasticzippered bagRecording: The children record thepicture's letter onto the recordingsheet, loop the objects in the picturein groups of tens, and record the totalon the recording sheet next to theappropriate letter. (Three picturescan be recorded on one recordingsheet)Extension: The children can makerecordings to take home by stampingblank paper with a picture on arubber stamp. Next, they circle thestamped images in groups of ten'sand record the total on the paper.11.21 © 2011 Center for Innovation in Education, Saratoga, California
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Page 5 and 6: EMPHASIZE THE IMPORTANCE OF pattern
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PLACE VALUE MAtEriALs - Center for Innovation in Education

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