If you are just joining, I am doing a daily Math Log of how I teach place value. So click here to go back to Day 1. This serves two purposes: let other teachers maybe get some tips that they can incorporate in their classes and I can keep better track of what I do every year and see how I can improve.
I am getting a lot of mileage from my rice mess a couple of days ago. Today I put this on my whiteboard to start out our discussion.
As you can see from the whiteboard after we finished, we had some good discussions.
We talked about groups of tens in hundreds.
We also talked out some misconceptions, as you can see in the last couple rows. One student wrote down 29 pieces of rice, which some students said wasn’t correct. But I posed the question, but what if you did have 29 pieces of rice left. How many groups of tens would you have?
And then in the last row, one student wrong 96 groups of ten, which he thought was 90 and 60 groups of ten, so we had another big discussion. The loops around are the groups of ten, which started to be more accurate, but then I had to just do a representation of it. You can see some dashes where I made ten groups of the loops.
After everyone moved to their station, I sat with my Race to 100 group. When they ran out of pennies, it was interesting to note how some of my students swapped the dimes for pennies. For example one student rolled a nine, and they ran out of pennies, but had some dimes. She took a dime and gave back a penny. This was confusing to the others, so she needed to explain how it worked. Another student, on his turn, rolled a 6, but without pennies and only dimes. He exchanged ten of his pennies for a dime and then took six pennies.
Thanks for reading!
Our next day is after Halloween, so I might deviate a bit tomorrow.Day 1 – Place Value Introduction