Place Value Worksheets

This game is a number computation game and has rules like any other games. It became a very important game to me. In the process of playing this game, I acquired the skill to count in numbers, self- discipline, and self-control. Also interacting with other children assisted me to learn good social relationships, and social norms. (Fletcher et.al., as cited in Berk, 2007).

The end of FY-15 is fast approaching and we have to validate all NMCI users, devices, services, and software for your PSDs. The normal validation process is users>devices>services>software. I know that without an ACTR on site this can be difficult, but I have a method that I have used successfully at other remote sites without an ACTR on site. I will try to validate as much as possible without inundating everyone with spreadsheets and data calls. I have created two spreadsheets for each PSD, one is for users and the other is for devices, but before I send them out - I would like to do a desktop audit of users to speed up the validation.

The math concepts taught in this lesson are teaching the students how to use certain math formulas, and practice addition and multiplication. It is beneficial for students to know what tools to use for capturing and displaying information that is important to them (Davis, 2011). The science concepts taught in this

Hydrocarbons: Hydrocarbons are a form of organic compounds consisting exclusively of hydrogen molecules and carbon molecules. Classes of this composite entail: arenes, alkynes, alkenes, and alkanes. Hydrocarbons are chief workings of natural gas, oils, and pesticides, which can lead to some negative effects on the environment.

Today we will be learning about place value. When we divide numbers with three and four digits by a one digit number, the quotient doesn’t always go about the first number in the dividend like we saw yesterday. This is important to know because if you had to split $100 with your sister and you divided $100 by 2 and placed the 5 above the 1, then added two zeros, you would have to pay your sister $500. That’s not dividing, or fair. Remember we need to know how to divide so you can evenly split something, like money.”

1) When adding to the two numbers, this child started at hundreds place, the added the digits together without taking into account their value given by the place. The child then added the digits together for all numbers, but was able to understanding that the sum of each value should be “stacked” and added together. Although the child didn’t understand that a 700 was embedded within the number, the child had the number sense to know that answer wasn’t correct; the child said the answer should be 1000-something since the numbers being added were large. Once prompted by the interviewer, the child was able to apply place value understanding, but only with strong scaffolding. The child wasn’t able to independently identify the mistake and fix the tens and the ones without further prompting. The child was ale to correctly identify place value when asked, and could multiple the value times the digit to find the number (7 in the hundreds place = 700). When adding the 100s place, the child knew the answer was one thousand, but when adding the tens, the child said the answer was ten-hundred. However, at the end, the child was able to add the three

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

The artifact I have chosen to attach to the discussion board was CE230 unit nine project. What I learned based on that assignment was how to develop creative activities for young children from the age of five and seven. After completing the different activities with the students in this project we had to show what were the student’s objective and what leaning experience where you trying to achieve and was it accomplished with this activity. Example after completing the activity you would indicated if the student was able to follow directions. You would observe if the child was able to correctly solve the problems and it the students showed interest in the game. I recalled when I was in grade school we played Math Bingo it was fun and educational.

I chose to visit the website and found a SMART Notebook activity called, Having Fun with Base 10 on the Pugsley Express. This activity went along perfectly with my SmartBoard lesson. My lesson is for a kindergarten classroom, teaching students to add 10 to another number. This activity I found has a dog on a train named Pugsley that has the students interact by answering his questions of how many bones he is carrying on his train. On his train, he has yellow crates and blue crates. The yellow crates have 10 bones each,, and the blue crates have 2 bones each. The students job is to go through different activities and be able to tell how any bones are total on Pugsley's train. After my lesson has been taught, this activity would be a fun and

I want everyone to try to answer from memory again and not have to count or use any fingers”. TT: “I am given 4 + 5. I’m not going to count with my fingers. I remember that 4 + 5 = 9. The teacher will use similar cards that were used in day 1 except these cards will have numbers only and no objects representing the numbers. The teacher calls on students randomly and ask them to answer the flash cards. This lesson can be differentiated for students with M/M intellectual disabilities by giving them physical objects to use to count if they answer questions wrong. If they answer question incorrectly, they can use physical objects to count. Then they will be asked again to solve the question by

To hook the students into our lesson, I will tap into their prior knowledge and develop students’ interest by completing the dot plate activity. Before introducing the game I will model to the students using the dot plates and use the key language to review what greater than, less than, and equal to groups are. I will hold up two different plates and count the dots on each plate, one plate at a time. I will then think aloud about which group is greater than the other, I will then pick the plate that is greater than and explain why it is the greater than group. I will do the same for two plates with one group that is less than, and then again with two plates that are equal. I will then explain the rules of the dot plate game. Each student will

For this activity we could only choose from whole, half, and quarter notes and each were assigned a specific sound to make when passing it to your neighbor. The object was to choose a note value at random and pass it to one of the people next to you in time. This was my favorite part because we could be creative by choosing what note value to pass, but we also had to stay within the established tempo. This was a very fun activity while also being a little stressful, since it went so fast and it was easy to mess up if you were not paying attention. The activity required consistent concentration throughout, but there was also a lot of laughter involved. This would be a great activity to use with my future students, because it is a good way to reinforce the difference between each note value while the students are still able to have fun with

To be able to solve simple problems involving money in real-life context and explain how the problem was

The spin _ wheel game it will have different mental things and social activity that will help you to encourage participations and enhance the relations between your family, friends and even your kids. To add more care about you’re self and your relatives. The wheel game it will contain from 10 -14 slice and each slice or section it have different role or order to tell you will have to do with picture’s for home, work, sport, reading activates and meeting

Multiplication by ten gives students opportunity to explore larger numbers, and can also be extended on(Reys et al. ch. 11.4). In addition, multiples of 10 give students the knowledge that all digits move left one place and an additional place hundreths. This concept can be used to introduce the decimal place which is also moving place each time something is multiplied by tens. Exposing students to a range of examples which displays patterns that occur when multiplying by tens and hundreths will generate meaning of digits moving place (Reys et al., ch. 11.4).