Whole Numbers

Fall 2015/ BED 4310

By: Briana Lopez
Cinthia Meraz
Lizeth Rico

Developing Whole-Number Place-Value Concepts

The main idea for this chapter is for helping students understand and develop the concept of place-value first units, then
in terms of groups of tens, and eventually in groups of hundreds.
Pre-Base Ten Concepts.- Since kindergarten, children know a lot about numbers with two digits (10 to 99). And it is
important that they learn to count to 100 and learn how to count out sets.
Basic Ideas of Place Value.- This section of the chapter focuses on helping students see the number ten both as ten ones
and a single ten using the base-ten concept.
Role of Counting.- Counting is very important in constructing the idea of the base-ten concept. Students use different
ways of counting to get the number of units in each group.

Counting by ones. This is the first method that children use and the only way they have to name a quantity
or tell how many.

Counting by groups or singles. Children count the number of groups and units or singles that they see in
the figure. Even though students have to use the counting by one before telling how many.

Counting by tens and ones. This is the way that most adults use to count. At the end they get the result of
how many using the method of counting by tens and the leftovers.

Integration of Grouping with Words.- Students start understanding the relation of base-ten concept with the correct
language used to name the numbers. They also learn the different variations of the base-ten language.
Integration of Groupings with Place-Value Notation.- Children associate what they see with their understanding of
how to represent the place-value.
Models for Place Value.- Physical models of place value play a key role in the development and understanding of
children of the idea and concept of a ten.
Base-Ten Models and the Ten-Makes-One Relationship.- It is important that the models are proportional, it means
that for example a hundred model is physically ten times larger that a ten model. This models can be categorized as
groupable and pre grouped.
Grouping Activities.- Children need to understand this concept through activities, we cannot just impose them these
terms.
The Strangeness of Ones, Tens, and Hundreds.- Students can find strange the language used for the base-ten concept
at the beginning.
Grouping Tens to Make 100.- Students identify 100 as groups of 10 and also 100 singles.

Two Digit Number Names.- Students need to connect what they know about base-ten concept and the oral number
names they have used many times.
Three-Digit Number Names.- It is almost the same that the two digit number names, except that here sometimes they
do not use tens.
Patterns and Relationships with Multi Digit Numbers.- It helps students recognize the patterns and relationships
that exist in our number system.
The Hundreds Chart.- This chart has all the numbers from 1 to 100 in lines and columns of 10 by 10.
Relationships with Landmark Numbers.- Students can also use number lines, that helps them understand the
relationship between different numbers.
Number Relationships for Addition and Subtraction.- Students can understand better the concepts of addition and
subtraction once they understand place value.
Connections to Real World Ideas.- It is easier for children to understand numbers if we relate them with things that
they see everyday.

Strategies for Whole number

Direct modeling Computation
Use of Base ten models
Counting by tens to help solve two digit problems.

Student invented strategies

Use of mental Methods when appropriate
Students learn to use Mental Computation
easily
Benefits of Use of student invented
Strategies are: Students make Fewer
errors
Less reteaching is required
Students develop number sense
Invented Strategies are the Basis for
Mental Computation and estimation
Flexible methods are often faster than
the traditional Algorithms

Traditional Algorithms
Use base-ten materials to model the steps that prove
that it produces the correct answer
Traditional Algorithms are always thaught in the
classroom.
they happen automatically, children pick algorithms
from older siblings, parents or other students they see.
there is also cultural difference in algorithms that can
affect a children's learning.

Computational Estimation with Whole Numbers

to use rounding to predict the answer to a problem.

The goal is to teach students a fast and simple way be able to develop an approximate result for
a calculation to which it can be applied. Educating them of the correct way in which it can be
incorporated, and to learn the difference between estimating and guessing.
Three types of estimation
Measurement estimation: calculating the approximate measurement to an object without
actually measuring.
Quantity estimation: approximation of the total number of objects in a certain place.
Computational estimation: to calculate the closest to the total amount in a
calculation that is not being determined exactly.

Teaching Estimation

When teaching estimation

use real world examples -implement scenarios or different situations that the student can make connections with
in real life.

Give flexible methods, not specifics-encourage class discussions where everyone can collaborate with different
methods.

Accept various answers- various estimates are acceptable it all depends on the computation that is being done,
as long as their estimate can be supported.

Gather information not answers-do not ask for the estimate of an operation, ask for data that relates to the
answer but not the specific.
Use the vocabulary of estimation-about ,around,between, approximately.
Invented strategies
are formulated by creating relationships among the numbers.
Stop before the details- have students collect information, start the computation stopping
before they complete it.
Use related Problem sets- incorporates breaking down the numbers by
rounding making the real problem into smaller set of problems that will
the solution to the harder problem.

Estimation Strategies

Methods

Front-end Methods- is based on focusing only on the first digit from the left of the given numbers making
sure that they are all of the same place value, ignoring the rest of the numbers to the right.

Rounding- changing the the number given in the operation to the closest whole number, to make the
computation easier.

Compatible Numbers- in addition involves taking a group of numbers that if rounded to the nearest whole
number can be added and create another whole number easily

Clustering- when a list of values is given, it requires to find the closest number in which the values revolve
and multiplying by the total number of values.

Use tens and hundreds- in multiplication or division, the given numbers can
substituted by breaking them down into two whole numbers
that compose it either tent or hundreds place.