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Main Curriculum Tie:
Part Two – Reading Large Numbers
Background For Teachers:
Numbers are arranged into groups of three called periods. The places within a period repeat (hundreds, tens, ones etc.) Starting at the left, we read the three numbers in a period and then stop at the end of each period and read the unit name before continuing on. The units period does not have to be named when reading a number. We usually separate the periods with commas.
Students need to develop conceptual understanding of numbers
larger than 1000. Even though models beyond 1000 are not readily
available, in order for students to develop a strong number sense they
need to manipulate physical models. It is difficult for students to fully
understand models pictured in books. Another important component
needed to develop number sense is to have students relate large
numbers to actual things in the world.
Intended Learning Outcomes:
Guess My Number
Tell the students that you are thinking of a two-digit number and that both of the digits are different. Check to make sure that students understand what “digit” means and what a “two digit number” is. Explain that the students are to guess your number. Inform them that you will keep track of their guesses and will give them clues to how many digits are correct and if the digits are in the correct place. Draw a three columned grid on the board to keep track of the guesses. Write how many digits are correct (0, 1, or 2) and how many digits are in the correct place (0, 1, or 2). (If one digit is correct, do not tell them which one it is; just say one is correct.) As you play the game remind the students to reflect on what they know about the number so far. Why is it important that the digits are in the correct place? Does the place change the value of the digit? For a more challenging game you can have students guess a three-digit number. For example, let’s say the number is 68.
Part One – Place Value Patterns
Part Two – Reading large numbers
Jensen, E. (2000). Moving with the brain in mind. Educational Leadership, 58 (3), 34-37. Retrieved January 18, 2007 from http://www.newsletteronline.com/
Brain research has shown that physical movement – moving, stretching, and acting out concepts, can increase the learning process. Active learners remember the information longer and better than sedentary learners. Teachers should have students: engage in a variety of postures throughout the day, engage in movement during class, use their bodies to demonstrate concepts, role play and include a variety of physical activities to help students learn and if these ideas are not possible then students should at least stop and stretch every 20 minutes.
Marzano, R.J., Pickering, D.J., & Pollock, J.E. (2001). Nonlinguistic Representations. Classroom Instruction that Works, (72-83). Alexandria, Virginia: ASCD.
Researchers believe that students learn and store information in two different ways. The first form is a linguistic form where the learner either listens to the information or reads it in a book. In the second form, non-linguistic, the learner forms a mental image or a physical sensation by touching, smelling, listening, tasting, or kinesthetic association. Research has shown that when students learn using both forms their achievement improves greatly. After a non-linguistic form of learning has taken place students should be asked to explain and justify what they have learned. When students are able to explain their thinking and reasoning to others their knowledge increases and they are able to recall it easier. Non-linguistic representations include: making physical models, using manipulatives, drawing pictures, graphic organizers, or engaging in kinesthetic activities.
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