Analyzing Place Values

If you sit and look at all of the things around you that are considered to be geographical; for example, schools, houses, restaurants, landscapes, and even the streets that we walk on every day they all have a story to tell. Some of these things have been here for years and some only for months. The people that lived here before us and the people that will live here after us will all have their story to live and tell. Each place has a special meaning to that one person that maybe no one knows. There is a special place that will always be with me; it is not extravagant, but it is a place that means a lot to many people, not just me. It is a small restaurant, in the small town of Nocona, Texas, called Dairy Queen; a little place that reminds me of home. Let us take a closer look at this wonderful place that is one of the main attractions of the city of Nocona, using the five themes of geography: region, location, place, movement, and human-environmental interaction.

My goal is to assess student’s prior knowledge of division and to teach students how division can be modeled by using place-value blocks so students can see that division consists of arranging items into equal groups. My goal for day one is to help students develop and understanding of division through the use of manipulatives and drawings so when they transfer that knowledge to day two, students will have a better sense that division consists of dividing a large number into equal groups. By using place-value blocks I also want students to visually see what a remainder looks like so they can better understand what a remainder represents. Sometimes students can’t understand the definition of a remainder which is the part that is left over after

According to Table 1.2, the following categories fell within close range to the mean: number sense, attends to print, basic reading, articulation, communication (receptive), matching, pre-writing, colors, and shapes. It is evident through this data analysis that most students are at the emerging stage of ability levels, implicating that they require some level of prompting to ensure they produce a correct response. It is concluded that students require continued instruction with addition, reading, and working independently are skills that require continued instruction. Division, multiplication, graphing, and telling time were areas that all students found to be the most challenging, thus these findings confirmed my original assumptions,

Teachers play an important role in fostering mathematics skills. In the “play dough” (Appendix A) episode, the educators can push student thinking and place the burden of thought on the student. Strategic questioning can really promote higher order thinking a natural integration between math and play (National Council of Teachers of Mathematics [NCTM], 1999). Questions such as “How can you tell which one is the biggest/smallest? How do you put them in order? Teachers should be encouraged to think about, not only the questions they are asking as children are working but also the frame that sets students off to larger problem solving and mathematical discoveries – measure and compare the lengths and capacities (ACARA, 2016). It is important for teachers to think about the questions that are embedded in the task itself but must also analyse the questions to ensure that children are set on a path to deeper understanding of the concept being taught rather than rote regurgitation – as evident in the play dough experience chosen. When it comes to questioning, educators “need to know when to probe, when to wait for answers and when to reinforce responses and when not ta ask questions” (NCTM, 1999, p.187). As seen in the ‘play dough’ (Appendix A) activity chosen, educators can introduce the mathematical concept of measurement and connect new knowledge with old through the use of effective questioning which crates a “link between actions and the language” (Knaus, 2013,

Understanding place value is integral to mathematics, and is especially for addition and subtraction. Being able to easily rearrange numbers between place values is required for most addition and subtraction problems. Part of grasping place value is being able to unitize. Fosnot and Dolk explain unitizing to be “a child’s construction of the logic to think of 10 flexibly as ten 1’s or as one unit of 10” (Taylor, Breck, & Aljets, 2004, p. 140). Unitizing is what makes “borrowing” in subtraction possible. If a problem is 32 – 16, one of the three tens must be broken up into units in order to subtract; being able to see 32 as 3 tens and 2 ones and as 2 tens and 12 ones is what makes the problem possible. Place value and unitizing have much to do with a comprehension of base ten, but they are not exclusive to base ten. For example, one could apply the idea of place value and unitizing to base five. The number 18510 would be written as 12205. The place values would then be 125, 25, 5, and 1 (instead of 1000, 100, 10, and 1), and 12205 would be understood as one 125, two 25s, and two 5s. Unitizing would allow for someone to

Growing up in the upper-middle class in New Jersey, many believe Montville is a snobby, white town. However, this description is entirely incorrect. Yes, Montville contains plenty of wealth, and, yes, there is some gaudiness that goes along with it. For example, every few weeks a girl will pull into the school parking lot with a brand new, pearly white Mercedes Benz. But this does not define Montville, instead the diversity and peacefulness is what makes Montville such an outstanding place to live. One day, I decided to stroll through the halls of the high school during lunch and count the number of students of different ethnicities. I journeyed down the halls counting to myself–There’s an Indian girl. One. An African

This particular lesson plan focused on place values, in particular the tens and ones place value. The goal of the lesson was to have the students identify the place values or any two-digit number. This particular skill was something that the student had been working on in their classroom. After we started the lesson the students informed me that they had just gone over place values the week before. Although the students had been introduced to the concept of place values, they were not at a mastery level yet. However I feel that a majority of students were at the level after this lesson. During the lesson, the majority of the students seemed to grasp the concept of place value, although a few of the students where struggling with the skill.

One of the key things that I learned from Developing Whole-Number Place-Value Concepts is that place value is an important concept for students to learn. This is so because students need to know the meaning of a number, especially when they are older. For example, when students are in 4th grade, they will need to know larger numbers, like 100,000. They will also need to know how to divide and multiple with larger numbers. So if students do not know the place value of these larger numbers, then they will not be able to understand important math concepts and operations. Thus, learning place value is important because everyone needs to understand the meaning of a number in order to do basic tasks and operations when they are older.

Oskar’s grandfather also lost someone he loved, the love of his life Anna, and is incapable of living his present life because he lives in the memory of what they once had and shared. Grandfather’s coincidentally runs into Anna’s sister, and they soon gets married, and live together in a house filled with nonexistent “Nothing Places” and existent “Something Places”, something the grandfather made up I believe to remind him of how he feel about losing Anna. It is the spaces of feeling nonexistent I believe the grandfather is holding onto the most, because Anna to him was everything, he wanted to spend his life with her, he wanted for her to have his baby, and he wanted for her to be there with him, but instead it was her sister. Although they

As I wandered the wide forest surrounding the kingdom I couldn't help but feel a sense of longing. I always felt that way when I was in a place like this. It was enchanting, comforting, and it was easy to lose yourself for hours in it. It was the only place wher I could really think. The rest of the time I am being bombarded with lessons, lectures, and all sorts of other responsibilities.

The school, located in a deindustrialized Rust Belt city in the US, has a racially diverse population of students, over half of whom are eligible for free or reduced price lunch. The city itself has experienced significant economic and population declines, and is home to many heavily polluted vacant lots and waterways. The 20 participants included 12 female and 8 male students who were representative of the school population as a whole. Over the course of one academic year, the researcher collected six forms of data, including teacher interviews, weekly classroom observations, student work samples, and student interviews. She then qualitatively coded these data sources to identify themes related to critical pedagogy of place.

To touch lightly on value, there are multiple levels of value and it is one of the most difficult things to measure as it contains both quantitative and qualitative aspects. But for an EA practice the following should be considered:

Kincaid wrote A Small Place after she had left the island nineteen years ago. During this period, she had been a creative writer living permanently in the United States. She had spent much of her time on the island. Her hostile verbal talk after coming back to the island is an indication of how she is both a tourist and native as she claims ‘every native of every place is a potential tourist, and every tourist is a native of somewhere’(Kincaid,18). She beautifully describes Antigua and describes it as a place where the sky and sea meet to exaggerate the island’s surrealism. It shows that attachment place. Her style makes me recall my childhood and teenage experiences of living in Fort Payne that helped shape my identity. Kincaid’s style of writing establishes an intriguing reflection journey for the reader to undergo.

The essence of understanding place value, is not only knowing the values of the numbers depending on their position, but being able to rename their values in order to problem solve (NSW Government, 2015). For example, the number 345 could be written as 34 tens and 5 ones, 345 ones or 3450 tenths (National Council for Curriculum and Assessment [2015], 2015). The most significant aspect is being able to comprehend that whilst there may be different ways to write the number, it still has the same value. The Australian Curriculum recognises this importance for more complex learning in; algebra, fractions, decimals and multiplicative thinking (Commonwealth Of Australian, 2009). Without this knowledge, problem solving becomes limited, resulting in confusion and

With the respect of cultural differences of the meaning of “educational value”, there are certain things that teachers and students value more of. In the two surveys made by Powney and others,