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Canada (161,370)
EDEE 230 (7)
Chapter 11

Chapter 11

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Department
Elementary Education
Course
EDEE 230
Professor
Dominic Manuel
Semester
Fall

Description
Chapter 11: Developing Whole-Number Place Value Concepts  Pre-Base-Ten Concepts  children tend to count by ones  many need to use an object or fingers to keep track  children don’t easily/quickly develop meaning to groups of ten  easy to attach words to materials & groups without knowing what they represent  Basic Ideas of Place Value  place value understanding requires new & difficult to construct concepts of grouping with procedural knowledge of how groups are recorded in place values, how numbers are written & how they are spoken  children who understand place value understanding groupings  ie/ will know that 5 groups of 10 and 1 group of 3 is the same as 1 group of 53  children count in 3 different ways o counting by ones  begin with this method o counting by groups and singles  ie/ there are one, two, three, four, five groups of ten and one, two, three singles; doesn’t directly say how many there are o counting by tens and ones  ie/ ten, twenty, thirty, fourty, fifty, fifty one, fifty two, fifty three  objective: help children integrate grouping by tens concept with what they already know about numbers from counting by ones  can’t tell them it will be the same, they must construct it themselves  way we say numbers is connected with groupings by ten concept  argued base-ten language (5 tens and 3) should be used throughout grade 2  way we write numbers should be coordinated with grouping scheme  Models for Place Value  children must construct the concept & impose it on the model  base-ten models should be proportional  one to one ratio o groupable models  groups of ten can be made from singles; ie/ counters & cups; interlocking cubes; bundles of sticks o pregrouped/trading models  groups that can’t be taken apart; efficient to model large numbers; children may not understand what they are doing with them; ie/ strips & squares; base-ten blocks; little ten-frame cards  no model guarantees children understand  non-proportional models used with children who already understand base-ten; use money to represent $4.57  Developing Base-Ten Concepts  get students to count in groups other than tens  “how could we count our shoes in some way that would be easier than counting by ones?”  have students estimate groups of tens and ones  hard for children to understand that one individual objects is the same as one, singular ten  must
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