How To Teach Place Value With Place Value Disks | Understood

We have the one in the ones place, which we can't really break into four groups, so we put a zero at the top of the algorithm to show that we can't divide that place. Hopefully these pictures will help you understand the concept of Show All Totals and really understand the concept of division much more conceptually, so you can then share it with your students! The disks show students that a number is made up of the sum of its parts. Place Value Mat - Thousands PDF. But when they're using the place value discs, they realize that it's not a one! Another, higher level, example would be to ask students to build 147. If there are too many discs to fit in that space, I usually have kids stack their discs like coins. Let's start with the same number we used in addition – 68. We usually first look at D. C. Draw place value disks to show the numbers 10. for decomposing and composing to make a friendly number, then Abracus to show compensation, and Value Pak for Partial Sums. Then, as they physically take one of the red tens discs away, they will also make the change in their place value strips. We have several different videos showing this concept. End with the abstract. As we do with whole numbers, we use place value strips alongside the discs so kids can really visualize what's happening. Once students show an understanding of how to make numbers using the disks, move on to the representational level.

1. Draw place value disks to show the numbers 10
2. Draw place value disks to show the numbers 5
3. Draw place value disks to show the numbers
4. Draw place value disks to show the numbers 7
5. Draw place value disks to show the numbers 3

Draw Place Value Disks To Show The Numbers 10

You can show the number 5, 102 in place value strips, have students create it with place value discs, and then write it in word form. As you can see in the picture, students are going to build three tens plus seven ones. I love having students working as partners to build with both discs and strips, especially for this kind of problem.

Draw Place Value Disks To Show The Numbers 5

One of the most important things to remember when considering place value discs is that the brain is not ready for non-proportional manipulatives when it's still developing the concept of proportional ideas. Write 137 + 85 in the workspace. Read and write numbers within 1, 000 after modeling with place value disks. A really high challenge problem would be to ask students to build 408, with four hundreds discs and two ones discs, then ask them to show 10 less. When you're working with older students, it's just as important that they have time to play with the place value discs to build their decimals and develop a familiarity with them. Connect: Link school to home. We add the newly-changed whole to the ones, giving us a final value of four and eight hundredths (4. Draw place value disks to show the numbers 3. This is such valuable work, no pun intended! As the students add one more tens disc to their mat, they can also change the strips from 68 to 78 to show how the number changes.

Draw Place Value Disks To Show The Numbers

We also want to help students see what happens when adding more flips to a different place value. Right away, students should be able to see that we have one and two tenths (1. Place Value Disks Printable PDF. Invite students to explain what they placed in each column and say the standard number. Download: Use these printable resources. Take the two tens and add them to the six tens already in the column. Cut the disks before the lesson. Great for:Concept Development, Modeling Numbers, Solving Addition and Subtraction Problems, Comparing Numbers, Counting, Skip Counting, Use for:lesso. If you want to take division to another level and really understand what happens in the traditional method of division, check out our Division Progression series, the Show All Totals step. Kids can cash those 10 ones in for one tens disc and put it in the tens column. How to Teach Place Value With Place Value Disks | Understood. Will they realize that one of the ones discs in the four is actually worth 10 tenths? Simultaneously, have them be building with their place value strips.

Draw Place Value Disks To Show The Numbers 7

Students will build the first addend with a white ones disc, three brown tenths discs, and seven green hundredths discs, and then underneath, stacked like coins, they can put their eight tenths and five hundredths. We welcome your feedback, comments and questions about this site or page. Every time we make a move with the discs, we have to be sure to record that on the dry erase work area. Problem solver below to practice various math topics. You also want them to build it with place value strips, or you could have students work in pairs where one is using discs and one is using strips. Let's look at two and 34 hundredths (2. Once students understand how a division problem really works, they will have a much deeper understanding when you transfer the process to using decimal numbers. Draw place value disks to show the numbers 5. Give them feedback as they work. We know that 12 tenths equals one and two tenths. You could use place value to show the groups in a linear way (see picture). So we're left with one and six tenths (1. Fourteen doesn't really divide evenly into 3. You can use and display this frame: "My number is ____.

Draw Place Value Disks To Show The Numbers 3

Problem and check your answer with the step-by-step explanations. Even as adults, let's be honest, division can still be confusing because we probably still haven't really slowed down the process of division to understand the why behind it. If you need to take it lower than teen numbers, you could certainly use one-inch square tiles or counters to help students see how they can put things in groups. Allowing students time to play with the discs will help them grasp the concept of the different forms of a decimal.

In fact, it might actually be confusing. We go over and grab a tens disc and change the number from 45 to three tens and 15 ones, so they really get a good visual and understand that traditional process. This can be pretty complex. Point out the different colors for each type of disk.

We also have place value discs that represent decimal numbers – 0. However, we want to make sure kids don't just ask, "How many times does four go into four? " We usually start with problems written horizontally, but we can start stacking it in a traditional algorithm, which is great as students are starting to learn the idea of partial products and acting out this process. Now, let's think about our coins in the United States. To represent this idea another way, count 10 ones, then write a sentence frame on the board: "____ ones disks make ____ tens disk. " Place value disks and the thousands mat can support students as they continue to work with multi-digit numbers. I think even you, as a teacher, might find a few "aha! " We can write it in the standard algorithm and build it with one orange hundreds disc, three red tens discs and four white ones discs. For example, in the number 6, 142, the digit 6 is represented by six thousands disks, the digit 1 is represented by one hundreds disk, the digit 4 is represented by four tens disks, and the digit 2 is represented by two ones disks. On one side, we have multiplication facts and on the opposite side, we have division facts. In this case there is not a remainder. Once students are familiar with the value of numbers and can easily recognize and build the different forms of a number, we can move into solving different kinds of problems with the place value discs. I'm not saying that we don't use proportional manipulatives in second grade and up, however. Please submit your feedback or enquiries via our Feedback page.

We want to use those base-10 blocks, but then progress to the non-proportional manipulatives, and then move to pencil and paper. Top or bottom regroup? We can also build a higher number, 234, and ask students to show 100 less. They can easily see to take that one hundreds discs, move it off the mat to leave three hundreds discs. This is one of my favorite books, written by Jana Hazecamp, and it lays out exactly how to use place value discs. Letting students play around with this regrouping/renaming process and get comfortable with it BEFORE they learn the traditional method of addition is really important. When we build it, however, they can see that the value of the one is actually 100. Understand: Why this strategy works.

You obviously can do this with other problems. Explicitly review the academic vocabulary needed for the lesson, including place value, ones, tens, hundreds, and thousands. Showing the change in value in a conceptual way will help the concept click so much faster. Then we add the other eight. Let this be an inquiry-based exercise – pose the problem and leave it there. We use place value discs along with our T-Pops Place Value Mat to help students see the ones, tens, and hundreds. A lot of students just say, "Three times four is 12, so carry the one. " They can see it, they can manipulate the discs and then learn to visualize the idea as well.