This unit uses one of the digital learning objects, Modeling Numbers: 3-digit numbers, to support students in investigating the place value of numbers up to 999. The numbers are represented using a range of standard place value materials.
The learning object has two main functions:
The Level 2 Number Unit, Show me the Number, is a useful starting point for developing the prior knowledge necessary for engagement in this unit, as it helps students to understand place value for tens and ones using two digit numbers and equipment. Some prior experience with representations and materials used in the learning object would also be beneficial.
There are a number of ways to explore place value concepts. Students will benefit from exploring place value with a range of equipment including place value blocks, beans and canisters, bundles of sticks, 3-bar abacus, and number flip charts. Avoid starting immediately with wooden place value blocks and the three-pronged abacus. They are restrictive in building children’s understanding of place value. Bundling popsicle sticks is a good place to start so that children can see what makes one ten and how many bundles of 10 will give 100. A next step would be to make groupings using small plastic bags of ten beans as well as loose beans, moving onto cannisters of beans (opaque) and loose ones. Using a Place Value House divided into columns for hundreds, tens and ones with counters reinforces the positional property of place value. The counters represent ones, tens and hundreds depending on the position they hold. Place value blocks (interlocking plastic ones) and place value houses can be introduced here. The base ten property needs to be emphasised throughout so that children grow to understand the increase in powers from right to left. The learning object then provides practise to help students visualise the place value columns.
The learning opportunities in this unit can be differentiated by providing or removing support to students and by varying the task requirements. Ways to support students include:
The context for this unit can be adapted to suit the interests and experiences of your students. For example, you might apply real life contexts to explore the numbers. A good example could be Polyfest which can have 150 or more groups performing and very large numbers of students involved.
Te reo Māori kupu such as ine tatau (count) and uara tū (place value) could be introduced in this unit and used throughout other mathematical learning.
You could also encourage students, who speak a language other than English at home, to share the words related to counting and place value that they use at home.
There are two components to this unit - modelling your own number and modelling a given number. You should model both of these components for students and provide ample time for students' exploration of these. Consider how you will provide opportunities for students to engage with the learning object, either alongside or after your modelling. You could allow individual students or pairs of students to work with the learning object independently (perhaps they could think of a number for their partner to model or create). They could be encouraged to complete a given number of examples. Students can also explore making their own number, saying it aloud and then checking using the speaker icon. As an extension, you could provide students with a familiar context (e.g. quantities of resources in the sports shed) and ask students to use the place value equipment or the learning object to represent a model of the relevant quantities (e.g. there are 39 tennis balls in the sports shed - can you show this with the learning object?).
If the number of devices is a barrier to engagement with this learning object, consider having some students work with place value equipment to represent numbers, whilst the others work with the digital representation (then switch). Working in pairs provides students with the opportunities to work together to practice saying and representing numbers with equipment.
Dear family and whānau,
This week we have been using the Modeling Numbers: 3-digit numbers learning object. This enables us to represent numbers up to 999 using place value material. Ask your child to read numbers up to 999, for example letter box numbers, 3-digit licence plates, numbers in the newspaper.
Printed from https://meaningfulmaths.nt.edu.au/mmws/nz/resource/modeling-numbers-3-digit-numbers at 8:32pm on the 26th February 2024