Overview: This group of activities helps students expand their ability to identify value and order numbers from 1-20 to 1-50. Using place value tools and the 100s chart, students will learn to identify value by narrowing down by 10s, increasing not only their understanding of place value but also their ability to estimate value using area/size. / Materials:
1. Class Number Line (posted on class wall)
2. Value Desk Strips (1-10)
3. 100s Charts and 10s Covers (for teacher and for students to use at their desks)
Objectives:
ð Students will be able to identify value and order numbers up to 50.
ð Students will use place value to identify and estimate value with increasing precision.
ð Students will use language of relative value (great, less, more, bigger, smaller, and larger) to estimate value with increasing precision.
Teaching Activities:
Warm Up Activities: Guess the Number 1-10
Using the class number line, value desk strips or 100s chart (for 1-10), have students guess a number between number 1 and 10. Have students say, “Is it less than 5? More than 7? Larger than 1?” to establish the language of relative value.
Part One/CORE ACTIVITIES: Guess the Number (1-100)
Using the 100s chart, have students move beyond 10 by asking them to guess a number between 1 and 100 (build up from 10 gradually). Institute a rule that all guesses must end in 0 until the answer is confined to a designated row to encourage a ‘yes’ and ‘no’ format. (Phrases like “Is the number greater than 10/20/30?” also encourage the yes/no format.)
If the students guess “Is it more than 50?” , for example, say ‘Yes’ and use paper tens frames covers to cover numbers 1-50, which they’ve ruled out with their guess.
CULMINATING ACTIVITIES: Narrow Down Hangman
As students do the ‘narrow down’ activity, they will move to doing it using fewer concrete model supports. For example, the teacher will choose a number, and students will play the narrow down game without using their hundreds chart, value strips, or paper tens frames. While making this transition, teacher and students may record student guesses on the board for reference, much as you would for previously guessed letters in the game ‘hangman’. When the teacher writes the numbers, interchange the number representations (3, three, etc.). / Teacher Notes:
1. The teacher should define the language for each game (bigger/smaller, larger/smaller, and greater/less). This encourages students to think in terms of relative value and reinforces their ability to estimate (in relation to another number, what size is it?).
2. To make it a game, use tallies to encourage students to find the value in as few guesses as possible.
3. Once students have an understanding of the value and order of numbers 1-50, using larger numbers is actually easier for them than using smaller ones.
4. The teacher and students may have to play as a class multiple times before students can team up, without teacher modeling and guidance.
5. The teacher can build ideas of size for larger numbers using questioning strategies….”What tens number is one ten greater than 50? What number is 6 greater than 4 tens?...”
6. The teacher should encourage what’s called ‘one-sided’ and ‘two-sided’ thinking: saying “Today you may only use the descriptor greater than” forces students to think on only one side of the number, which forces students to think in terms of relative value. This helps coordinate student thinking and helps uncover specific areas/values.
7. Teachers will want to prompt discussions
about why students made the choices they made. When struggling students discuss their choices with other students, they are provided with strategies for more efficient mathematical thinking.
Ó2009University Place School District. All rights reserved.. The Math: Getting It Project is a Mathematics and Science (MSP) Partnership funded by the Department of Education. Partners: University Place School District (lead partner), Peninsula School District, and Fife School District; the University of Washington/Tacoma; and the Pierce County Staff Development Consortium, Pierce County, Washington.
For more information, contact the Math: Getting Project Co-Directors, Jeff Loupas or Annette Holmstrom ,