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Main Curriculum Tie:
The Mailbox the Idea Magazine for Teachers, The Education Center; August/September
1997. Volume 19, Number 4 (Intermediate)
Background For Teachers:
Intended Learning Outcomes:
4. Communicate mathematical ideas and arguments coherently to peers, teachers, and others using the precise language and notation of mathematics.
6. Represent mathematical ideas in a variety of ways.
This activity is called “Place Value Match-Up”. Have students draw five blanks in their journal to represent a five-digit number. You have the Place Value Match-up Digit Cards that include 0-9. You also have Place Value Cards that include 10,000s, 1,000s, 100s, and 10s. Shuffle the ten digit cards. Draw a card and announce the digit to the class. Each student writes that digit in one of his five blanks. After the digit is written it cannot be moved. Lay the card aside, and continue drawing and announcing four more cards. (Keep these cards together to use later). After you have drawn five cards, each student will have written a five digit number. Mix up the five discarded cards. Draw one place value match up digit card and one place value card. If a student’s number matches both the digit card and the place value card then he earns one point. If a student has a match he/she can draw a circle around their number. Continue drawing four more pairs of cards: one each of the discarded digit cards and one of the place value cards. If all five of a student’s digits match, he earns a bonus of five extra points for a total of ten points altogether.
Klein, K., & Jones, R., (2003). How Teachers Phrase Discussion Questions. Retrieved November 24, 2006, from Studies of Teaching 2003 Research Digest, Wake Forest University Leah P. McCoy, Editor
Classroom discussion is one of the most important teaching techniques used to help students learn and understand the information they are being taught. Discussion allows the students to become engaged with the material by formulating their own opinions, listening to other students’ opinions, and applying specific information to a broader situation.
Mulrvan, C. (1995). Involvement and participation in cooperative small groups in mathematics. Elementary School Journal, Volume 95.4 p. 297.
Students do not fully understand math concepts if they cannot relate it to something in their own experiences. The use of many different techniques help make mathematics a pleasure rather than a chore. Students are more active learners and are more motivated when they work in small groups.
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