Chapter 10 (Grades 3-5) Developing Whole Number Place-Value Concepts Number sense with respect to larger whole numbers

understanding of place value Move from counting meaningfully to number relationships and developing number sense Part-Part-Whole Relationships o focusing on a quantity in terms of its parts (decomposition) has important implications for developing number sense as well as operation sense Relative Magnitude- size relationships one number has with another Look for (large) numbers in the world around you Approximate numbers and rounding- makes it easier to compute mentally, very useful to use a number line Important Place-Value Concepts Integration of base-ten grouping with counting by ones o Move from counting solely by ones to counting by groups and singles to counting by tens and ones (shows understanding of place value) Integration of grouping with words- saying the number of groups and singles separately o Ex: 53- 5 tens and 3, 5 tens and 3 ones, 5 tens and 3 singles Integration of grouping with place-value notationmatching how we say a number with how it is written (32- 3 tens and 2 ones, said left to write like it is written, not 2 ones and 3 tens) Base-Ten Models- physical models o Groupable- 10 can be made from the single pieces, mos clearly reflect the relationships of ones, tens, and hundreds o Pregrouped- cannot be taken apart of put together o Nonproportional- used by students who grasp the relationship of the powers of ten, ex: money Extending Base-Ten Concepts Grouping hundreds to make 1000- understanding that 1000 is 10 hundreds, 100 tens, and 1000 ones Equivalent representations- finding different ways to represent the same number Oral and Written Names for Numbers How we say and write numbers is a convention must be told Three-digit number names- show arrangements of base-ten materials and have students give baseten name (4 hundreds, 3 tens, and 8 ones) and the standard name (438); students have difficulty with numbers that have a 0 in the tens or hundreds place Written symbols-use cards with ones, tens, hundreds, and thousands on them and vary length accordingly Patterns and Relationships with Multidigit Numbers The hundreds chart- helps develop ten-structured thinking Relationship with benchmark numbers- a number is made up of familiar numbers Numbers beyond 1000 Extending the place- value system Conceptualizing large numbers- can be hard, real life examples should be used

Types of Representation Students understanding of math concepts is represented in a variety of ways including oral and written language, physical gestures, drawings, physical models and invented and conventional symbols Multiple representations should be encouraged, supported, and accepted in your classroom Students representations show their thinking of the answer and processteachers can assess student understanding Students who represent the problem in some way are more likely to see important relationships than those who consider the problem without representation Students should learn to interpret, use, and construct useful representations Levels of Justification (students attempts to justify that math statements are true) Appeal to authority- avoiding math justification Justification by example-they believe if you cant find an example that doesnt work, it must be true; cannot think of anything else to do Generalizable arguments- use as they get older o Restating the conjecture- conjecture seems obvious o Concrete examples that are more than examples: building on basic concepts- concrete example then generalize o Building on already justified conjectures o Childrens use of counterexamples- a single counterexample is sufficient to show that a conjecture is not true for all numbers Development of Word Knowledge 3 Tiers of Vocab 1. Most basic words 2. Words that are of high frequency for mature language users and found across a variety of domains 3. words not used frequently and limited to specific domains Extent of word knowledge 4. Never saw it before 5. Heard it, but doesnt know what it means 6. Recognizes it in contxt as having something to do with_____. 7. Knows well Qualitative dimensions of a word: generalization, application, breadth, precision, availability Word knowledge is multifaceted

Main Idea As students progress through learning math, they also progress through a variety of ways of showing what they know and understand.

Types of Connections Context connectionsstimulate thinking about the context of the math problem, connect math to self and math to world Concept connections- math to math connections

Development of Problem Solving Strategies Direct modeling strategies- students are limited in their modeling capabilities, some problems are more difficult than others to model, for one step at a time problems students can model joining all and separating from but some types of these problems are easier to model than others (see progressions for add. and sub. problem types) Counting strategies- gradually replace DM strategies with counting strategies, use of these strategies are an important marker in the development of number concepts Counting strategies become inefficient when using large numbers, so children learn number facts