Reflection 4: "Without place Value we would get no place"

Place Value is the foundation of math. “Without place value we would get no place” (Reys, Lindquist, Lambdin & Smith, 2015). I believe it is imperative for children to have a strong foundation of place value to make sense of a number, and the order in which that number belongs in, such as understanding what number is smaller or higher (Reys, Lindquist, Lambdin & Smith, 2015). I have therefore, chosen the ‘Place Value chart’ as one classroom resource, in supporting children to develop their understanding of place value and where a number sits. With the place value chart, base 10 materials will be provided for children and two dice (Reys, Lindquist, Lambdin & Smith, 2015). This will encourage children to use the dice and generate their own 1,2,3,or 4-digit number. The dice will have base ten materials on them. To assist children who have no understanding of base 10 materials, they will be provided with two dice with the digits on them (Fuson & Briars, 1990, p.187). Therefore, children will be encouraged to use the base 10 resources to represent their number as either being in the ones, tens, hundreds, or thousands column (Fuson, Briars, 1990, p.187). I will support & scaffold where needed to develop students understanding as to what certain manipulatives go into each column, such as, unit blocks will only be used in the ones column, and the ‘long’ in the tens and so on (Fuson & Briars, 1990, p. 185). Therefore, children will understand and establish the relationship amongst numbers (Resnick, 1984, p.111). As students may find ‘identifying numbers’ challenging, teachers are able to assist children to identify the place and value of the particular digit. Work on creating 2 or 3 digit numbers for children whom find using numbers a challenge, then move onto four digits. Cards can also be used for a child to see how much a certain number is, in this case, base ten materials are also hands on, allowing a child to feel a certain number and develop conceptual understanding (Resnick, 1984, p.126).

I believe it is imperative that children connect place value concepts with real world situations, such as working with numbers around the school or home, hence, making learning more meaningful (Silva, 2005, p.1). One of the most overlooked tools used in primary schools is the number line (Silva, 2005, p1). I believe “the number line is a vigorous model for mathematical thinking and it assists teachers to foster students confidence, fluency and facility with numbers” (Silva, 2005, p.1). “The number line encourages students to develop powerful strategies for single and multiple digit addition and subtraction (Silva, 2005, p.1). In conjunction to this, a hundreds chart is another resource that could be used”. Having the number line, “children are able to visualise a line of numbers and assists with knowing ordinal numbers, and with mental arithmetic” (Frykhom, 2010, p.5). To introduce the number line I would have a point with ‘0’ and create an ordinal number line (Frykhom, 2010, p.5). This could turn into a warm up activity. Children will be encouraged to place the number they have in their hand on the line. They will have the opportunity to distinguish what numbers is between another. I am then able to extend and challenge students who have a high skill level to use place value and bridge to tens numbers (Frykhom, 2010, p.6). The number line is a simple and versatile model that allows children to partition and is able to be applied in areas of ‘number’.