A Place-Value Game for First Graders: A Teacher-Made Device

1957 ◽  
Vol 4 (5) ◽  
pp. 217-218
Author(s):  
Irene R. MacRae
Keyword(s):  
First Graders ◽  
Primary Teachers ◽  
Place Value ◽  
Number Concepts ◽  
Small Children ◽  
Initial Learning

Many teachers find that place value is one of the more difficult number concepts to explain to small children. The following game was devised to help reinforce the understanding of place value after it has been introduced by the use of the Hundreds, Tens and Ones Chart. This chart is familiar to primary teachers. The game uses the same pocket device used in the chart. Thus children can reinforce their initial learning by practice under conditions similar to those in which the learning took place.

Facilitating Mathematical Practices through Visual Representations

2017 ◽  
Vol 23 (7) ◽  
pp. 404-412
Author(s):  
Aki Murata ◽  
Chana Stewart
Keyword(s):  
First Graders ◽  
Visual Representations ◽  
Place Value ◽  
Mathematical Practices ◽  
Number Lines ◽  
Practice Standards

This set of lesson examples demonstrates effective uses of magnets, number lines, and ten-frames to implement practice standards as first graders use place value to solve addition problems.

Using a Base-Ten Blocks Learning/Teaching Approach for First- and Second-Grade Place-Value and Multidigit Addition and Subtraction

1990 ◽  
Vol 21 (3) ◽  
pp. 180-206 ◽  
Author(s):  
Karen C. Fuson ◽  
Diane J. Briars
Keyword(s):  
School District ◽  
First Graders ◽  
Second Graders ◽  
Teaching Approach ◽  
Second Grade ◽  
Place Value ◽  
Urban School District ◽  
Value System ◽  
Number Words ◽  
Addition And Subtraction

A learning/teaching approach used base-ten blocks to embody the English named-value system of number words and digit cards to embody the positional base-ten system of numeration. Steps in addition and subtraction of four-digit numbers were motivated by the size of the blocks and then were carried out with the blocks; each step was immediately recorded with base-ten numerals. Children practiced multidigit problems of from five to eight places after they could successfully add or subtract smaller problems without using the blocks. In Study 1 six of the eight classes of first and second graders (N=169) demonstrated meaningful multidigit addition and place-value concepts up to at least four-digit numbers; average-achieving first graders showed more limited understanding. Three classes of second graders (N=75) completed the initial subtraction learning and demonstrated meaningful subtraction concepts. In Study 2 most second graders in 42 participating classes (N=783) in a large urban school district learned at least four-digit addition, and many children in the 35 classes (N=707) completing subtraction work learned at least four-digit subtraction.

The Abacus—A New Use for an Old Tool

1959 ◽  
Vol 6 (6) ◽  
pp. 314-316
Author(s):  
Arlene Nechin ◽  
Robert Brower
Keyword(s):  
Number System ◽  
Place Value ◽  
Number Concepts

Are you looking for an interesting appproach to the understanding of number concepts? Does your class completely understand the use of the zero, place value, and what we mean when we say that our number system has a base of ten? How well do you, as a teacher, understand these concepts? How well can you put forth these ideas to your class?

Do First Graders Retain Number Concepts Learned in Kindergarten?

1947 ◽  
Vol 40 (2) ◽  
pp. 75-78
Author(s):  
Sina Mott ◽  
Mart Elizabeth Martin
Keyword(s):  
First Graders ◽  
First Grade ◽  
Laboratory School ◽  
Number Concepts ◽  
Southern Illinois ◽  
Normal University

An investigation to determine the amount of number concepts retained by children from one grade to the next was made of groups of children attending the Laboratory School of Southern Illinois Normal University. The first two groups were studied during the year of 1944-45 by Dr. Sina M. Mott. At that time, the children were enrolled in Kindergarten. The second study was made with the same children upon entering the first grade the following fall of 1945.

A Teacher's Journal: Opportunities to Develop Place Value through Student Dialogue

2003 ◽  
Vol 10 (2) ◽  
pp. 78-82
Author(s):  
Amy R. Kari ◽  
Catherine B. Anderson
Keyword(s):  
Facial Expressions ◽  
First Graders ◽  
Second Graders ◽  
Place Value ◽  
Student Dialogue ◽  
Paper And Pencil

The problem 11 + 9 was written on the board at the front of the room. Eleven first graders and nine second graders sat on the carpet, their facial expressions intent as they thought about solutions. I had asked them to try to think of strategies they could use that did not involve counting on their fingers. They did not use paper and pencil because this was what we call “Mental Math” time at our school.

First graders' number concepts

1963 ◽  
Vol 10 (4) ◽  
pp. 195-196
Author(s):  
Emma E. Holmes
Keyword(s):  
First Graders ◽  
Number Concepts ◽  
Parents And Children ◽  
The Family ◽  
School Entrance

Prior to school entrance, children learn informally about groups, or sets, of objects and the elements comprising sets. They learn to distinguish one object from another. They begin to define sets by means of significant properties. For example, a child knows the set, his family, as a group of people related to him. He may know that his family has four mem hers. Furthermore, he may be aware that a set can be described in terms of its subsets. The family, for example, is made up of parents and children.

Let's Do It: Partitioning Sets for Number Concepts, Place Value, and Long Division

1985 ◽  
Vol 32 (5) ◽  
pp. 6-11
Author(s):  
John Van de Walle ◽  
Charles S. Thompson
Keyword(s):  
Place Value ◽  
Number Concepts ◽  
Long Division

Arithmetic for First Graders Lacking Number Concepts

2008 ◽  
Vol 14 (7) ◽  
pp. 389-394
Author(s):  
Constance Kamii ◽  
Judith Rummelsburg
Keyword(s):  
Title I ◽  
First Graders ◽  
Number Concepts ◽  
Title I School ◽  
School Year ◽  
One Year

Among the first graders who came to our Title-I school one year, we found twenty-six children who had no understanding of number concepts. In the assessment at the beginning of the school year, these children could not conserve number with eight counters. They could count out four chips, but when we hid some of the chips and asked, “How many am I hiding?” the children gave random answers, such as, “Ten.” Our challenge was that we were required by law to teach an hour of arithmetic to these children every day despite the fact that they had not yet developed an understanding of number concepts.

Place Value: A Vertical Perspective

1995 ◽  
Vol 1 (9) ◽  
pp. 542-546
Author(s):  
Sandra P. Bove
Keyword(s):  
Number System ◽  
School Mathematics ◽  
Place Value ◽  
Number Concepts ◽  
Evaluation Standards ◽  
Crucial Step

Educators know that place value is the foundation of our number system. According to the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989), understanding place value is a crucial step in developing children's comprehension of number concepts. Teachers teach place value. Students pass the teacher's place-value test then telltale questions and comments later reveal their lack of understanding.

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