math lesson place value

Hi,

When I had time to teach place value as a stand-alone idea (before the SOL tests), here is how I did it with the students: I made up fill-in sheets for them by writing the places at the top of notebook paper and lining the columns all the way down the page.

Then I helped the students “place the numerals” in the proper columns, locating, saying, and writing each numeral, first in the ones column, then the tens column, then the hundreds, etc. Once all the numerals were placed and checked for proper placement, we read the number together from left to right. (Same procedure also for decimal numbers).

We repeated the procedure together for each number as long as it was necessary. Eventually they learned to read the numbers without putting them on the chart.

Now, because of the SOL crunch, and NCLB crunch, I teach the students to read the numbers as they work the basic operations. I model them and have them repeat them back to me. Anything to learn as many of the SOLs as possible…

Anita

Do they understand the concept with smaller nos? (ie in hundreds).
In a pinch I would use popsickle sticks and rubber band them in tens, with 1-3 sets of a hundred (use a bundle of ten tens). Then use construction paper with lines dividing hundreds, tens, ones (or units). There are commercial materials that are a bit nicer.

If they understand it in the smaller amts. then you need to work on papers visually dividing hundred thousands, ten thousands, thousands, etc. Have the kids actually divide their papers up and work those nos filling in the slots. As the person ahead of me suggests.

If the kids can’t see it, they maybe are trying to do “this is what my teacher said” proceedure. This is not an effective way to teach math.

—des

I have started to use your method by turning the paper on its side and using the lines to put the numbers in columns. My students do well with the numbers before the decimal but, they are still having difficulty with the numbers after the decimal. When doing the assessment without the lined paper they are unable to pick out the correct number. Do you use the lined paper on their assessments? Also how many lessons do you spend on place value?

I’d make sure they *knew* the ones, tens, hundreds & thousands… and have them do those a couple times a week with the manipulatives to make sure they really understand how much bigger 100 is than 1.
Fractions, on the other hand, are a completely different concept… worth spending time with, as well… but as far as those decimals are concerned, I’d use money and lots of examples and make srue they *know* tenths and hundreds (even if they call ‘em dimes and pennies).

Better to learn a little of it than to be exposed to all of it.

That siad, though, I wouldn’t spend all day every day on it. I’d Do a little review of it most days, but also be working on other stuff.