Place Value Misconceptions Essay

939 Words 4 Pages
Countless time teachers encounter students that struggle with mathematical concepts trough elementary grades. Often, the struggle stems from the inability to comprehend the mathematical concept of place value. “Understanding our place value system is an essential foundation for all computations with whole numbers” (Burns, 2010, p. 20). Students that recognize the composition of the numbers have more flexibility in mathematical computation. “Not only does the base-ten system allow us to express arbitrarily large numbers and arbitrarily small numbers, but it also enables us to quickly compare numbers and assess the ballpark size of a number” (Beckmann, 2014a, p. 1). Addressing student misconceptions should be part of every lesson. If a …show more content…
The mat will have an area for the group of tens and the ones. After the student splits the tens and the ones, he can write a sentence that explain the model. The student can write, the number sixteen has one group of ten and six ones. When you write those numbers we make sixteen. Additionally, the teacher can use pennies to demonstrate how to group by ten. For this strategy, the teacher presents an x amount of pennies and encourages the student to make groups of ten and identify the amount provided. To illustrate, the teacher gives the student twelve pennies. The teacher shows the students that to decide how many pennies they have, she can group ten pennies in a line, and then count the rest. The teacher can say, “This line is ten, then I count eleven and twelve." The teacher should represent the groups in a form that the student can identify quickly. This strategy helps the student be aware of how groups of ten can be used to count faster. Secret code cards are another significant strategy that can help student identify how a number can demonstrate a group. Secret codes cards involve the use of number cards to create a number. In this activity, the teacher gives students a card with tens and ones. Next, students place the numbers on top of the other cards to make the number dictated by the teacher. As they create a number, the student will observe that the number 50 stands for five groups of

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