PLACE VALUE

15-05-2013

MATHS PD AIMS:

We aim to improve our students enjoyment and achievement in Maths by:• increasing the use of concrete materials within lessons• becoming more familiar with the maths continuum and

the scope and sequence of skills• Setting tasks and problems worth solving in an

increasingly open ended way• using Mathletics to support our planning and teaching, as

well as to increase student practice and engagement.

PLACE VALUE PD Intentions

PD Intentions:• Be formally introduced to AUSVels• Investigate important Place Value concepts• Examine AUSVels scope and sequence for Place Value• Determine how we can use Mathletics and Concrete

Materials to assist us in successfully teaching Place Value

• Continue to explore the use of Open Ended Rich Tasks to develop mathematical problem solving

This book is a FANTASTIC resource for your team planning!

We currently have two copies in the library, but will be expanding that number. It has been recommend that teachers would benefit by dipping into it and looking at the relevant chapter when about to embark upon a new unit of work in Maths.

Place Value

According to Booker (pp78-83), there are three main aspects to the teaching of PLACE VALUE:

• Naming Numbers• Renaming Numbers• Number Processes

Place Value: NAMING NUMBERSThree main aspects to NAMING NUMBERS:

(Booker pp79-81)• FIRST: Using concrete materials to teach an understanding

of numbers and their value (up to thousands)Begin with tens frame, then bundling sticks, then finally

base-10 materials (MAB blocks)

Place Value: NAMING NUMBERS

Three main aspects to NAMING NUMBERS:• SECOND: Focus on the grouping, spacing and naming of

digits in larger numbers.

• Large numbers are written with a space separating each group of three digits and read in groups rather than by place value as numbers up to the thousands are.

Place Value: NAMING NUMBERS

Three main aspects to NAMING NUMBERS:• THIRD: As numbers get even larger, we represent

these numbers using exponential notation.

Place Value: RENAMING NUMBERSIn everyday use, numbers often need to be renamed in a variety of way rather than be understood in terms of counting or even place value. Pictured are some useful strategies for teaching renaming.

Place Value: RENAMING NUMBERSRenaming numbers becomes very important for mental calculation, subtraction and division.

43 becomes 3 tens and 13 units

Second step: 5 cannot be shared equallyinto 4 (400) so bring 6 tens down to make 46 tens.

Place Value: NUMBER PROCESSESBooker pp82.

Numbers need to be compared, ordered and sequenced using the materials with which they are represented and the place value with which they are written as a basis for developing meaningful processes.

COMPARE; ORDER; SEQUENCE. Use the materials with which you teach the concepts.

IDEAS and MATERIALS for teaching PLACE VALUEThe experts say we should be starting with:

tens frames then bundling sticks then base-10 blocks

Programme:

• Open Ended Task: • Learning Intentions• Introduce AUSVELS and Portfolios via NumBlog• Introduce PLACE VALUE and ‘Booker’• Look at Scope and Sequence for Place Value• Connect Scope and Sequence to Mathletics• Look at Activities/Concrete materials used by each

year level (each group to present)• End with Maths 300, Open Ended Task: Graphs