Place Value Tens and Hundreds
So this is a start of a new math week. Normally I have four days of math a week, but because of Halloween (eek!), we only had three. So this is week two of Place Value, but day 4. (Click here to go back to Day 1). This is the last day I will talk about the spilled rice experience of day 1 and will do a new place value activity tomorrow.
Here is how we got thinking about math today.
Now I accidentally wrote 62 on the wrong line. Some kids were like “Hey 62 is in the wrong place.” I said, “Well, what if I meant to do that, why can’t I have 62 there? For example, I have counted 62 pieces of rice. But I will put 62 above as well as add a + ____ ” But they said “Shouldn’t it be a minus?” and I said “But I’m not taking away any rice, I’m counting it.” See picture below.
Anyway, we working through the table and discussed as we went along. This is what we ended up with. It was a fun engaging discussion. I started it with kids discussing ideas with partners and then switching partners to see how they figured things out, and then we shared together.
Okay, as this is a start of a new week everyone got a new planner that lists the activities for the week. FYI, we start a new week on Tuesday, my co-teacher and I decided that. It gives kids the weekend to do any overdue assignments and then Monday afternoon is Monday Funday, which is basically free time for students who have all their assignments finished. But bonus for us teachers is that we don’t have to be completely planned out for Monday, as we usually wrap things up from the week before and we have some more time to get ready to kick off the next week activities which start on Tuesday.
Here are some pictures of a couple of planners that lists the stations and activities they need to complete this week. The middle part is for them to record what they did during that day during math and the bottom is a little personal assessment on how they did during the week. They have a similar planner for literacy.
So after we discussed the place value table on the whiteboard, I go through the location and basic directions of each of the math stations and have my students choose which station to go through. I have a sign at each station that tells them what to bring and how many people can be at a station.
Here is a quick overview of each station and I will go into more detail in the upcoming days:
Grab and Guess
Grab and GuessThis is a simple activity for number sense and place value. A student (with one hand) grabs as many items as the
y can from the bin (beans, buttons, coins, counters, etc.). Before they open their hand, they guess how many they think they have, write their guess, dump out their hand, count them, group them by tens, and write the correct answer.
Place Value Toss
This is the same activity as last week, only for a different groups of kids.
Fact Family Butterfly
This is a spiral review activity, since we did Fact Families last. Here is a sample of what th
y made
Building Numbers
With a partner, they pick three number cards and arrange the cards to 
form a three digit number, like 351. Using base ten blocks, they build that number. Then they rearrange thesame three digits to form a different number, like 531 and again build that number. They try to come up with all the combinations. It helps students see the value of the number as well as thinking about all the combinations.
Tens or Ones
With 2-4 players and a six-sided die, players take turns rolling the die and d
etermining whether the number rolled is tens or ones. For example if they roll a 6, it can be 60 or 6. There are seven rounds, and who ever is the closest to 100 without going over wins. So on the first round, if someone rolls a 3, their score could be 30 or 3, so lets say it’s 30. On the next round, they roll a 4, so they could add 40 or 4. And they choose 40, so now their score is 70. But there are still five more rounds.
Fact Family Frenzy
This is for students who finish all their stations and assignments. It’s a fun crazy game that as cards are laid out if someone sees a fact family, they yell “Fact Family”, and if correct they gather those three cards. And whoever has the most cards at the end wins. Here is a link to blog post that goes into more detail about this fun game.
Online Math Games
This is also for student who have finished everything. I have a handy “recipe box” of QR codes and links to math games. So I have a section of Place Value games, and they just need to get the recipe card and go to a chrome book, scan the code, and the game pops right up (without me having to do anything). Plus I include the basic directions for the game on the card.
That is a lot and Tuesday is the busiest of days as we all learn what needs to be accomplished for the week. But once Tuesday is organized and started, it’s easier for me for the rest of the week. I have students who set up each activity before they go out to break (math is after break). And I just need to think of our whiteboard discussions depending on where we left off the day before.
Thanks for reading!
Day 1 – Place Value Introduction
Day 2 – Place Value Making Groups Part 1
Day 3 – Place Value Making Groups Part 2
Day 4 – Place Value Tens and Hundreds
Day 5 – Place Value Up to Millions
Day 6 – Place Value Reading and Saying Numbers
Day 7 – Why Learn about Place Value