STARFALL MATH PLACE VALUE HOW TO

The “IN/OUT” board in my classroom is one place I found to incorporate ten-frames. I am determined to find as many ways to incorporate ten-frames in my classroom as possible! Here are a few ways I’ve used them in the past, but I would love to hear from you how you’ve used them in your classroom: Taking Attendance (or lunch count)Ī brilliant teacher-friend of mine showed me this idea.

STARFALL MATH PLACE VALUE HOW TO

For more ideas (and how to regroup beyond two places) see Kathy Richardson’s Developing Number Concepts Book 3! She’s a genius! Reinforcing with Ten Frames Once your students become familiar with adding and subtracting one cube at a time, venture into adding and subtracting larger digits. Remember to have your students name the number of zibs and ones every time! This is where you will need to check in: “If you take one away from a zib, is it still a zib?” Help students recognize that only zibs are allowed on the left side of the board, and see if they can figure out what to do with the remaining three cubes. However, some students might break off a single cube from an existing zib and leave it there. Some will instinctively break apart a zib into four cubes and place them on the ones side. The next time you say “subtract one,” watch watch for what your students do. Students will likely be able to remove one at a time until there are no more single cubes left on the right side of the board.

$starfall math place value$

In your next lesson you can revisit Zibs by subtracting one each time.

Have students continue with this pattern until they reach 3 zibs and 3 ones (no need to introduce the hundreds place just yet!).

Then, place that zib on the left side of their board. Once they reach four cubes, the students must put their unifix cubes together to create one zib.

With each new unified cube, the students must tell you how many ones they have and how many zibs (e.g.

Tell students that each time you say “plus one,” they should place one unifix cube on the right side of their board (or name the color if you’ve created a two-color board).

Give students some unifix cubes and piece of paper with a clear line dividing the paper in two (or if you’re really fancy, make each side a different color- I swear it helps!).

The only thing is, you can’t say the word “FOUR.” You can allow students to make up a new word that means “four,” or if you are like me, make it easy on yourself and just call it Zib! (read: I can’t ever remember what they name it, and later I become completely tongue-tied and ruin the entire lesson, so it’s better that I just pick one name and stick with it!)

$starfall math place value$

Explain to students that you will be making groups of four.One of my favorite introductions to the regrouping process is an activity from Kathy Richardson called Zib! It’s AMAZING and really helps reinforce the counting and regrouping process. the “8” in 81 has a different value than the “8” in 18.) Create a Meaningful Introduction That’s a HUGE jump!Īnother huge jump with understanding place value is that students need to shift from understanding the digits 0-9 representing a specific number to the idea that depending on their position within a number, they can can represent different amounts (e.g. We are asking them to understand that ten ones are the same as one group of ten. We are asking them to shift from counting with one-to-one correspondence to counting groups. At its core, place value is understanding groups of 10.

Starfall math place value