Identify Place Value to 100's Place: Concrete Level

More Teaching Plans on this topic: Representational, Abstract

PHASE 2: Practice Strategies

*The student practice strategies described below can be used for both skills taught during initial acquisition through Teacher Directed Instruction. A detailed description for providing practice for one of the skills is provided below.

Receptive/Recognition Level

Purpose: to provide students ample opportunities to practice the skill at the recognition level so that they can move toward mastering it at the expressive level.

Learning Objective 2: Represent one, two, and three digit numbers using base-ten materials/place value mats and say what the digits represent in concrete terms.

Structured Cooperative Learning Groups

Materials:

Teacher –

Place value mat
Appropriate base-ten materials
Cards with place-value language written on them that represent various one, two, & three digit numbers (e.g. “five tens and 2 ones;” “three hundreds, seven tens, and four ones.”)
Students –

Place value mat
Appropriate base-ten materials
Cards with same “place-value language cards” as teacher.

Description:

Activity:

Students will work in groups of four or five. Each student will have an assigned role (e.g. recorder, reporter, etc.). The teacher will model representations of base-ten materials on a place value mat. Student groups will replicate this with their materials. Then, student groups will select which number card in their set of cards “matches” the concrete representation. One student in each group holds up the card when teacher signals.

Structured Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity.

2) Arrange students in cooperative groups (no more than four to five in a group).

3) Assign roles to individual group members (e.g. recorder, reporter, etc.) and explain/model each role.

4) Distribute materials.

5) In cooperative learning groups, have students demonstrate their understanding of the relationship between place value and concrete objects by choosing the appropriate one, two, or three digit number based on the concrete example given by the teacher.
Teacher represents a one, two, or three digit number with concrete objects and place value mat (this can be done on the overhead
Students represent the same number with their materials.
After each group has represented the number with their materials, teacher tells groups to decide which card represents the place value of the concrete model.
The group reporter gives the group's decision by holding up the card when the teacher signals.

Teacher provides specific feedback based on group responses and prompts student thinking as appropriate.

For Example:

“What number did you make? How many ones, tens and hundreds did you use? Can you show this number in a different way?”
Repeat process to provide as many opportunities to respond as possible.

Expressive Level

Purpose: to provide students ample opportunities to practice the skill by expressing their understanding so that they will master it.

Learning Objective 2: Represent one, two, and three digit numbers using base-ten materials/place value mats and say what the digits represent in concrete terms.

Structured Cooperative Learning Groups

Materials:

Teacher –

Make sets of number cards with one, two, and three digit numbers
Students -

Place value mats
Appropriate base-ten materials for each student
Each group has a set of number cards
Sheet of paper for each group to record responses
Pencils

Description:

Activity:

Students work in groups of four or five. Students are assigned appropriate roles (e.g. card turner, question asker – when group has questions for teacher, ‘thumbs up’ signaler – signals group members to give thumbs-up or thumbs-down when evaluating group member’s response, recorder – records group answer.). Each group has a set of cards with written one, two, and three digit numbers. Card turner turns over card and each student represents the number with their set of base-ten materials and place value mats. One student renames the number using place value language. The remaining students in the group provide feedback by giving a thumbs-up or thumbs-down when signaled by the group ‘signaler’. Group discusses responses and signals teacher for help. Group recorder writes the response agreed to by the group. Teacher monitors student academic and social behavior as they work, providing positive reinforcement, specific corrective feedback, and answering questions as needed.

Structured Cooperative Learning Groups Steps:

1) Provide explicit directions for the cooperative group activity.

2) Arrange students in cooperative groups (no more than four to five in a group).

3) Assign roles to individual group members (e.g. card turner, question asker – when group has questions for teacher, ‘thumbs up’ signaler – signals group members to give thumbs-up or thumbs-down when evaluating group member’s response, recorder – records group answer.)

4) Provide groups the opportunity to explore their manipulatives for several minutes.

5) In cooperative learning groups, have students express their understanding of the relationship between place value and concrete objects.
Group “card-turner” turns over a card with a one, two, or three digit number.
All students in the group represent the number using their materials and place value mats.
Students compare their concrete representations and provide each other feedback.
One student in group “renames” the number using place value language (e.g. four tens and five ones for the number “45.”)
Remaining students give “thumbs-up” or “thumbs-down” based on whether they agree of don’t agree.
Group discusses any disagreements. If they don’t reach a consensus then the “question asker” signals teacher for feedback.
Group recorder writes the place value language response agreed to by group.
Repeat process ensuring that all students in the group get equal opportunities to rename the number using place value language.
6) Teacher monitors and provides specific corrective feedback & positive reinforcement will observe and ask questions.
7) Teacher picks up group answer sheets (answers written by group recorder) and evaluates student understanding.