PLACE VALUE Sarsha Potter

MISCONCEPTION AND ACARA  The misconception that students have in relation to the incorrect placement of numbers in a place value chart and the related incorrect identification of the place value of whole numbers.  ACARA states that students in grade one must be able to “Count collections to 100 by partitioning numbers using place value (ACMNA014) “ and in grade two must be able to “Group, partition and rearrange collections up to 1000 in hundreds, tens and ones to facilitate more efficient counting (ACMNA028).”partitioningplace value(ACMNA014)(ACMNA028)  “Place-value knowledge is developed by making (i.e. representing) numbers in terms of their place-value parts, naming and recording.” (Siemon, Beswick, Brady, Clark, Faragher & Warren, 2011, p.291.)

PLACE VALUE POSTER  Posters are used to revise their knowledge on place value and show key information  Posters are a way for teachers to deliver content to students in a different way so that students can look at them at all times as well as to appeal to the diverse range of learners in the class, for example “visual learners are more likely to be stimulated by well-constructed posters, and hence, motivated to learn.” (Zevenbergen, 1999, p.74).

PLACE VALUE SLIDER  The next resource is a place value slider which is a manipulative for the students to be able to show numbers in the place value places easily and interchangeably.  It can be used with as many of the places as the student or teacher wants and can have decimals added onto it for upper years.  Source: -place-value-slider.html -place-value-slider.html

PLACE VALUE REPRESENTATION GRID  It is done in numbers as opposed to blocks so that students can relate the numbers of 1, 10, 100 and 100 to the correct place value house because students know and understand these straight numbers and they can use this to check the place value.  They are a different way of representing the number than just the usual blocks.  “Materials that show grouping in tens and ones highlight the nature of ten as a new unit (10 ones and 1 ten) are crucial in building up a knowledge of place value.” (Booker, Bond, Sparrow, & Swan, 2010, p.85).  Source:

WHY  The place value slider and representation grid are great manipulatives and visual aids for students to use when working on place value. The use of manipulatives helps students to extend and link their mathematical understanding in an effective and valuable way, while helping students to remember and understand the mathematical information and processes better and for a longer duration of time (Boggan, Harper & Whitmire, 2010). 2:35 min

PLACE VALUE BOARD GAME  The board game is a great way to have students revise and practice their place value knowledge in a fun way that does not feel like learning and can be used in free time or math rotations. It includes questions asking the students to identify the place value or value of numbers.

I HAVE WHO HAS  This helps students to match place value by only having the auditory knowledge of the number.  Blank template sourced from: template.html template.html

DIGITAL RESOURCE  This shows that students can correctly match the written place value expanded form with a whole number, showing and practicing getting the right place value of numbers.  A study on the use of interactive whiteboards in the classroom showed that when having visual and playing games it increased the students learning as well as made the students be more interested in the mathematical learning that they were receiving, showing the benefit of this interactive game as a place value resource (Wall, Higgins, & Smith. 2005). 

GAMES  The three games are used as disguised learning and revision by practicing the identification of place value in several different and fun ways.  “Games and investigations that involve children working in mixed ability groups can be useful as well as games that can be adapted to provide meaningful practice.” (Siemon, Beswick, Brady, Clark, Faragher, & Warren, 2011, p.308.)  The use of games to develop an understanding of place value is critical for young learners (Booker, Bond, Sparrow, & Swan, 2010).

CONCLUSION  Students “need to have plenty of opportunities to make, name, and record hundreds, tens and ones using structured materials and place value charts,” which is done throughout the prepared resources (Siemon, Beswick, Brady, Clark, Faragher, & Warren, 2011, p.305).  Through the use of these resources students will be able to practice their place value knowledge and overcome their misconceptions.

REFERENCE LIST  Reference List  Australian Curriculum, Assessment and Reporting Authority (ACARA). (2013). The Australian curriculum F-10 (v.4.1). Retrieved from:  Boggan, M., Harper, S., & Whitmire, A. (2010). Using manipulatives to teach elementary mathematics. Journal of Instructional Pedagogies, 3(1),  Booker, G., Bond, D., Sparrow, L., & Swan, P. (2010). Teaching primary mathematics (4 th ed.). French Forest, NSW: Pearson Australia.    Siemon, D., Beswick, K., Brady, K., Clark, J., Faragher, R., & Warren, E. (2011). Teaching mathematics: Foundations to middle years. South Melbourne, VIC: Oxford University Press.    Wall, K., Higgins, S., & Smith, H. (2005). ‘The visual helps me understand the complicated things’: pupil views of teaching and learning with interactive whiteboards. British Journal of Educational Technology, 36(5),  Zevenbergen, R. (1999). Student Constructed Posters: A Tool for Learning and Assessment in Preservice Mathematics Education. Mathematics Teacher Education and Development, 1,