Question Detail


Jun 26, 2014 5:10am


  • Math
  • 2


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    • Jul 2, 2014 6:46pm

      I don't know if my response is going to help directly but I've taught in middle school. There are some students that don't understand why 0.20 is bigger than 0.02. So a higher order thinking question might be how is the digit in the hundreths place smaller than the digit in the tenths place. Would this require the use of base-ten blocks?

      • Mar 17, 2015 4:50pm

        Place value in grade 2 is really challenging. Most curricula expect children to master numbers through 999 at this grade. And most curricula spend about a week on place value. Since second graders' functional number sense is generally somewhere south of 60, building real understanding of three-digit numbers requires lots of focus on vocabulary: hundreds, tens, ones and the exchanges we make (10 tens = 100) (10 ones = 1 ten); You know kids "get" place value when they can tell you that 314 = 31 tens and 4 ones.

        One strategy that we have been using works well.
        We have students say and write numbers in expanded form (e.g., 327 = 300 + 20 + 7), in unit form (e.g., 327 = 3 hundreds, 2 tens, 7 ones) and in "tricky" form (e.g., 327 = 32 tens and 7 ones). When children can easily translate between these forms, we know they are "getting" place value.
        We do this for months, both verbally and with concrete models. We use ten frame tiles until we get to numbers between 100 and 200. Then we bundle coffee sticks to make tens and hundreds and use these to model 3-digit numbers. Finally we use number disks to model ones, tens, and hundreds.

        Engage New York Grade 2 has lots of lessons to show you how these work.

        • Mar 17, 2015 6:51pm

          Just a correction to my earlier post: 327 = 32 tens and 7 ones

          • Aug 16, 2015 5:18pm

            What is the expanded form written out for number 11