Reflection: Slowing down with place value - Section 3: Concept Development

 

As seen in this video, for the most part, I am feeling frustrated with my students lack of number flexibility.  At least half of my students have a very hard time seeing that 20 hundreds also names the number 2 thousand.  Looking at the standards, it is unclear to me whether this skill would have been an expectation at third grade or even second grade, but based on my students knowledge, they clearly don't have that mastered. 

In fifth grade, students are expected to master CCSS.Math.Content.5.NBT.A.2 - Explain patterns in the number of zeros of the product when multiplying a number by powers of 10, and explain patterns in the placement of the decimal point when a decimal is multiplied or divided by a power of 10. Use whole-number exponents to denote powers of 10.  

In order for students to be successful with this, they must be proficient with CCSS.Math.Content.4.NBT.A.1 -  Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division and CCSS.Math.Content.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.

Students being able to name numbers by tens, hundreds, and thousands lays the foundation for later skill such as the firth grade standard listed above. I think most of my students will become proficient in using place value and reading and writing numbers using base-ten numerals comfortably, I just need to give them some more time. We will continue plugging away at it and I will be making sure I use base ten terminology often through out my lessons.  

  Frustrated!
  Frustrated!
Loading resource...
 

Slowing down with place value

Unit 3: Place Value
Lesson 1 of 5

Objective: Students will be able to refine place value skills to multiply numbers by 10, divide by 10, name numbers to one million with base ten numerals.

Big Idea: Practicing place value concepts through independent practice.

  Print Lesson
29 teachers like this lesson
base ten image
 
1
2
3
4
Similar Lessons
 
The Cup Half Full (day 1 of 3)
7th Grade Math » Exploring Rational Numbers
Big Idea: When the decimal "moves" to the left the digits are actually moving to the left because their value is 10 times less.
  Favorites(4)
  Resources(26)
Dixon, CA
Environment: Suburban
Erica Burnison
 
Bank Teller & Representing Numbers Part 2
4th Grade Math » Place Value
Big Idea: Being able to understand and explain numbers will help students make sense of multi-digit computation and problem solving.
  Favorites(14)
  Resources(48)
MT
Environment: Urban
Kara Nelson
 
What's Your Value?
4th Grade Math » Place Value
Big Idea: The value of a number is determined by place value. Each place is 10 times greater than the number place to its right.
  Favorites(44)
  Resources(21)
Memphis, TN
Environment: Urban
Rose Monroe
 
 
Something went wrong. See details for more info
Nothing to upload
details
close