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Place value representation of numbers Grouping or trading Models of place value Developing place value Regrouping and renaming
Excerpts of Expectations from the Number and Operations Standard Grades Pre-K-8
Principles and Standards for School Mathematics National Council of Teachers of Mathematics 2000
Grades Pre-K-2 Use multiple models to develop initial understandings of place value and the base-ten number system. Develop a sense of whole numbers and represent and use them in flexible ways, including relating, composing, and decomposing numbers. Connect number words and numerals to the quantities they represent, using various physical models and representations. Grades 3-5 Understand the place-value structure of the base-ten number system and be able to represent and compare whole numbers and decimals. Recognize equivalent representations for the same number and generate them by decomposing and composing numbers.
Understand numbers, ways of representing numbers, relationships among numbers, and number systems
Pre Numbers Early Numbers Introduction to Place Value Reinforcement of Place Value Extension of Place Value
Representation
Material
NUMBER
Language
Symbols
Naming numbers
5- Frame
10 - Frame
Proportional-The material for 10 is ten times the size of 1; 100 is ten times the size of 10. Ex. base ten blocks, bean sticks, bundled sticks
Tens 2 Ones 3
Non-proportional-The material does not maintain any size relationships. Ex. money, abacus, color tiles or chips
Tens Ones
Two-digit numbers
1 6
6.
Multiples of ten; material & language 22 to 29 in tens and ones Teen numbers 11 - 19 Compare numbers: by ones, by tens Sequence number: before, after, ordinal names Counting on, counting back
thousand
hundred
ten
one
Interviewer, "Circle in your drawing what the six means. Circle what this part (points to one) means." Abbie: Fifth Month of Second Grade
Interviewer, "I'm going to say a number and I want you to write it... thirteen...sixty-seven...one hundred twenty...three hundred twenty-four... four hundred eight...three thousand, five hundred twenty-three. Abbie: Fifth Month of Second Grade
Interviewer, "Circle in your drawing what the 4 means. Circle what this part (points to one) means." Clay: Fifth Month of Fourth Grade
Interviewer, "I'm going to say a number and I want you to write it... fifty-six...three hundred forty-eight...four hundred five... two thousand, seven hundred thirty one...thirty-five thousand, forty-eight. Clay: Fifth Month of Fourth Grade
Interviewer, "Circle in your drawing what the 4 means. Circle in your drawing what this part (points to one) means." Elsa: Fifth Month of Fourth Grade
Interviewer, "I'm going to say a number and I want you to write it... three hundred forty-eight...four hundred five... two thousand, seven hundred thirty-one...thirty-five thousand, forty-eight." Elsa: Fifth Month of Fourth Grade
Rounding Numbers
Round down, round up, round off Round to the nearest tens, hundreds, thousands, ten thousands, Rules for rounding
Example:
(i) Round 428 to the nearest ten
1. 2.
3.
How many tens does the number have? Which tens could the number round to? tens Which one is nearer?
42 42 tens or 43 43 tens
428 rounds to 43 tens, or 430. (ii) Round 428 to the nearest hundred