Source: KSDE Flip Book Kindergarten (2017b)Ĭheck out the task “ What Makes a Teen Number?” at the Illustrative Mathematics website. When teaching to compose and decompose numbers, students must use manipulatives and drawings. For the number 18, students should read “eighteen” and then say, “18 is one group of ten and eight ones.” Additionally, students should record the number sentence 18 = 10 + 8.īy the end of kindergarten, students should be able to compose and decompose numbers between 11 and 19 into tens and some ones. When teaching the “teen” numbers, ask students to read the number as well as describe the quantity. But the number 14 is read as fourteen read ones to tens. For example, 37 is read as thirty-seven tens to ones. The verbal counting of “teen” numbers is backwards: the ones digit is said before the tens digit.Eleven and twelve are special number words that do not have “teen” as a suffix.First, think of the number names 11-19: eleven, twelve, thirteen, fourteen, fifteen, sixteen, seventeen, eighteen, nineteen. Notice the “teen” numbers that do not follow a particular pattern in the counting sequence. The “teen” numbers are one group of ten and some more ones. Students will immediately see that 14 is made up of one ten and four ones. It is obvious that there is one group of ten with some others left over. Experiences with double ten frames will help students to understand this concept. Kindergarten students separate (decompose) a set of 11-19 objects into a group of 10 and some other ones. Kindergarten is the first time many students work with numbers greater than 10 using manipulatives and/or drawings. For example, the value of the 2 in 26 is two tens or 20. Your language matters when teaching students about place value. Without this level of flexibility and fluency, students are limited to inefficient strategies or are overly dependent upon tactical procedures they know only through rote application.” Read more about the 5 Strands of Mathematical Proficiency by downloading the book, “Helping Children Learn Mathematics.”Īccording to James Brickwedde (2012), “place value and the base ten system is an early and easy entry point for students to begin to explore this agility. Productive disposition – habitual inclination to see mathematics as sensible, useful, and worthwhile, coupled with a belief in diligence and one’s own efficacy (NRC, 2001, p.Adaptive reasoning – capacity for logical thought, reflection, explanation, and justification.Strategic competence – ability to formulate, represent, and solve mathematical problems.Procedural fluency – skill in carrying out procedures flexibly, accurately, efficiently, and appropriately.Conceptual understanding – comprehension of mathematical concepts, operations, and relations.Mathematical proficiency is based upon five interwoven components: When thinking about place value and base-ten understanding, first consider the 5 Strands of Mathematical Proficiency from the National Research Council (2001). When moving one place left, the value of the place is multiplied by 10.ĭeveloping Whole Number Place Value Concepts across the Grades In the base-ten system, the value of each place is always 10 times the value of the place to the immediate right. Every number can be represented using these digits. We use the base-ten system using ten digits 0, 1, 2, 3, 4, 5, 6, 7, 8, 9. When students move to phase two, they begin to see a group of ten as a unit, such as a group of ten ones. How does this make sense? Students in phase one count a set of items and think of that set as ones. children easily work with units of ten.Ĭonsider the phrase, “ten ones make one ten.” And now think like a child.(2006), there is a progression to understanding ten: In kindergarten, counting is based on a ones approach – the number 15 means 15 ones. Comparing numbers and quantities in base ten.īy the end of kindergarten, students are expected to count to 100 and count sets of 20 (KSDE, 2017a).The progression of place value across grades K-5 is critical for understanding: Number sense is linked to place value and an understanding of the base-ten number system. The focus of chapter 6 was on number sense and a relational understanding of numbers.
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