Standard Indicator Activity 1
- 1. Standard Indicator Activity 1 4.5.1 Ashley Barr EDUC 373
- 2. Standard Indicator Standard 4.5.1 – Explain that the meaning of numerals in many-digit numbers depends on their positions. Standard taken from: http://dc.doe.in.gov/Standards/AcademicStandards/StandardSearch.aspx DOE Activity: http://www.indianastandardsresources.org/files/sci/sci_4_5_number.pdf
- 3. Definitions Place value - the value of a digit as determined by its position in a number, the name of the place or location of a digit in a number Numerals – a symbol expressing a number Definitions taken from: http://dictionary.reference.com/browse/place+value
- 4. Place Value When you have a large number, to find out what the value of the number is you have to look at where the numbers are located. For example: the number .25 .2 is located in the tenths spot .05 is located in the hundredths spot -This number is less than one
- 5. Playing by Number For this activity, “students were to look at many digit numbers and realize that the meaning of numerals in many digit numbers depends on their position.” To start the activity, the teacher reviews place value with students and has the students identify where the tenths, hundredths, thousandths, etc. are located
- 6. Playing by Number (contd.) Once the students are comfortable with place value, then the activity starts. For the DOE activity, each student was supposed to have a copy of BLM (a game board, Black Line Master, which I had never heard of prior to this) I wasn’t able to use the BLM, so I adapted the activity for my use You could substitute white boards/dry-erase markers for each student or even pencil and paper instead of the BLM
- 7. Playing by Number (contd.) The teacher will either use the chalk board or overhead and draw seven boxes for the class to see Randomly point to one spot and have the students identify it’s place value (.01 is one-hundredths) Do this for every spot through millionths Review with students numbers larger than 1 and smaller than 1.00 Break students up into partners or small groups (up to 4 people)
- 8. Playing by Number (contd.) Have the students work together in their groups to come up with the largest number or smallest possible number they can make using the 7 place value spots The teacher could also say numbers out loud and have the students write them using numbers in their groups You could make this a contest among groups and keep track of which group gets the most right, then they could get some form of a reward
- 9. Playing by Number (contd.) This activity would work well for a review lesson over place value. Allowing students to work in partners or groups teaches them to work together and listen to each others ideas Possible Adaptation: You could also write numbers on the board (such as .123) and have the students write them using words
- 10. References Place Value Games: http://teachers.net/lessons/posts/586.html http://math-and-reading-help-for-kids.org/elementary_mathematics_place_value_activities.html http://teachers.net/lessons/posts/2760.html About Place Value: http://www.aaamath.com/plc.html#topic1 http://www.enchantedlearning.com/math/decimals/placevalue/