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Main Curriculum Tie:
Background For Teachers:
Each teacher will have a representation of a cherry tree that they will use to model the concept of place value. Cherries will be placed on the cherry tree for students to pick and regroup. The tree can be used as an ongoing activity to practice place value and regrouping. The tree can be used for whole group, small group or math center activities. As students become proficient with the basic concepts of place value, the activity can be used to model more difficult skills.
Place Value is a difficult concept for students to understand. This activity provides a basic hands-on introduction to place value.
Intended Learning Outcomes:
Provide each table with a set of small counters and instruct them to develop a counting strategy and record it in their math journal or tell it to a friend. Ask specific questions. “Could we pick up quickly where we left off if we had to stop counting and go out to recess? What if we put two groups together? Which counting strategy would be most helpful?” (If students can't agree on a strategy try some out.) These types of questions will help guide students to select groups of 10 for their counting strategy, but it is more powerful because the students are the ones making the decision.
Recognizing and replicating patterns contributes to the success of being able to determine how many objects there are without having to stop and count each one individually. Manipulatives create a visual of the base ten number system that enables students to visualize the quantity when the manipulatives are no longer used.
Second graders who are in need of remediation are able to reach criterion of the second grade place value objectives. This can be accomplished by involving them in place value games and activities that meet their appropriate levels of understanding.
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