ILLINOIS TEACH & TALK

Place Value

 

Students should have significant exposure to ten-frames,                          , and place value cards.

 

Ten Frames:

 

 

 

 

 

 

 

Number Bonds:

 

 

 

                                 

 

 

 

 

 

Place Value Cards:

 

Free Printable Place Value Cards: http://www.senteacher.org/worksheet/49/PlaceValue.html

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

Kindergarteners need to understand the idea of a ten so they can develop the strategy of adding onto 10 to add within 20 in Grade 1. Students need to construct their own base-ten ideas about quantities and their symbols by connecting to counting by ones. They should use a variety of manipulatives to model and connect equivalent representations for the numbers 11 to19. For instance, to represent 13, students can count by ones and show 13 beans. They can anchor to five and show one group of 5 beans and 8 beans or anchor to ten and show one group of 10 beans and 3 beans. Students need to eventually see a ten as different from 10 ones.

After the students are familiar with counting up to 19 objects by ones, have them explore different ways to group the objects that will make counting easier. Have them estimate before they count and group. Discuss their groupings and lead students to conclude that grouping by ten is desirable. 10 ones make 1 ten makes students wonder how something that means a lot of things can be one thing. Students need to first use groupable materials to represent numbers 11 and 19 because a group of ten such as a bundle of 10 straws or a cup of 10 beans makes more sense than a ten in pre-grouped materials. They need to see that there are 10 single objects represented on the item for ten in pre-grouped materials, such as the rod in base-ten blocks. Students need to learn to attach words to materials and groups and understand what they represent. Eventually, they need to see the rod as a ten that they did not group themselves.

Students should impose their base-ten concepts on a model made from groupable and pre-groupable materials. Students can transition from groupable to pre-groupable materials by leaving a group of ten intact to be reused as a pre-grouped item. When using pre-grouped materials, students should reflect on the ten-to-one relationships in the materials, such as the “tenness” of the rod in base-ten blocks. After many experiences with pre-grouped materials, students can use dots and a stick (one tally mark) to record singles and a ten. Kindergartners should use proportional base-gen models, where a group often is physically 10 times larger than the model for one. Non-proportional models such as an abacus and money should not be used at this grade level. (Exception: penny can be used to for counting, grouping, etc. to represent one, the nickel can be used when working with 5-frames as a representation of five, and the dime as a representation of the 10 frame).

Encourage students to use base-ten language to describe quantities between 11 and 19. At the beginning, students do not need to use ones for the singles. Some of the base-ten language that is acceptable for describing quantities such as 18 includes one ten and eight, a bundle and eight, a rod and 8 singles and ten and eight more. Write the horizontal equation 18=10 + 8 and connect it to base-ten language. Encourage, but do not require, students to write equations to represent quantities. Students have difficulty with ten as a singular word that means 10 things. For many students, the understanding that a group of 10 things can be replaced by a single object and they both represent 10 is confusing.

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Kansas Association of Teachers of Mathematics (KATM) Flipbooks. 

Questions or to send feedback: melisa@ksu.edu. Retrieved from Kindergarten Flip Book.

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