Introducing Place Value Activtiy
Activity Author
ELNA
Duration
40mins
Objective: Key Core Life Skill to be developed
Array, Array
Objective: Key Learning Domains to be developed
Remember, Understand, Application
Implemented this in classroom
Yes
Objectives to be achieved
Objective 1: To make children understand why place value was invented in the first place and how it is importantObjective 2: Make them apply the concept of place value by giving them simple word based riddles which will help them realize how numbers grow.
Underlying Concept behind this activity
Story is important in generating interest among children because with that they are able to understand the real reason behind the concept.
Resources required for conducting the activity
Chart paper cut into small 4 by 4 inch 19 Cards. Sketch pens to write the numbers.
Nine card will have numbers written as below
Tens Tens Tens Tens so on...
1 2 3 4
Ones Ones Ones Ones Ones & so on...
1 2 3 4 0
Class Activity Details
Step1:
Begin with the story of 9 sticks how they were friends. One day there was another stick came along and they did not know what name to give him. So then they decided we will add a circle on the right side of 1 and call it 10. That’s is how numbers began to grow. (You can use this for Nursery-1 class and keep increasing the place value story as the classes grow)
Step 2:
Hand the number cards to the students. Starting with just a two-digit number, announce a number and ask students to make the number with the cards, then say the number aloud.
example 1: if you announced “fifty-one”, he’d take out a card with the number five and another with the number one.
Then, have your student tell you what number is in each place and the value of that number
example 2: if the number is 75, there is a 7 in the tens place and the value of that number is 7 tens or 70
Keep dictating numbers, but each time increase the number of digits. Start with a one-digit number, increase it to a two-digit number, and so on,(as per your class’ requirement). For each round of the game, be sure to ask your child to say the number aloud after she makes it with the number cards. Once she’s gotten a bunch of practice, turn the tables. Have her dictate number to you!
Step 3:
Tell your child to make the largest and the smallest one digit & two-digit, number she can.
Dictate a number. Have your students set up the cards to show that number.
Step 4:
Come up with a place value riddle for your child to figure out. Give her clues to help her guess the number you have in mind.
For example: “I am a two-digit number. I have a 2 in my tens place, no value in my ones place. Now, have your child write or dictate her own place value riddle for you to figure out!
Some ideas for practice
Practice worksheets
http://www.softschools.com/math/place_value/worksheets/tens_and_ones_worksheet_2_nbt_1_1.pdf
Uploaded File
Brainstorming questions asked in class
Some questions are mentioned in the steps above.
1. “I am a two-digit number. I have a 2 in my tens place, no value in my ones place. Now, have your child write or dictate her own place value riddle for you to figure out!
Evaluation parameters to assess the understanding of the students
Accurate, Knowledgeable, Precise
Impromptu changes made if any during activity, reasons
Any suggestions for other teachers while implementing this activity in classroom.
To make it more exciting the class was divided in groups/ teams and a short quiz was conducted. Reasoning based questions were asked and which ever team answered first got the points.
