1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in
Place Value:
The Building Blocks
Of Mathematics
The purpose of this training:
Build understanding of base-ten place value through the use of manipulatives, quick pics, and representing numbers flexibly.
Materials-
Speakers
Projector
Base ten blocks- for each group
Place value chart
Paper, pencils, post-its available for parents to use
Hand outs- (copies for each family
Powerpoint (optional)
CAP Handout for Place Value 2nd Grade
Place Value Learning Progression
Base Ten Riddles
Digits Cards – need to be cut out and organized together before the training begins. A suggestion is to place the digits in a zip lock bag for participants to take home.

2. Mathematics Florida Standards Focus
Grade 2
MAFS.2.NBT.1.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:
100 can be thought of as a bundle of ten tens –called a “hundred.”
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
MAFS.2.NBT.1.4
Compare two-three digit numbers based on meanings of the hundreds, tens,
and ones digits, using >, =, and < symbols to record the results of comparisons.
Critical points
These are 2 standards that address place value in second grade. There are other standards that address place value in second grade but they will not be covered in this training.
You can visit
Step by step directions
Read the first sentence of each standard. Let participants know that this is 2 standards that address place value in second grade, there are others that pertain to place value that we will not address during this training.

3. Learning Progression: Place Value
“Research has shown that it is difficult to develop procedural fluency with multi-digit arithmetic without an understanding of the base-ten system. If such understanding is missing, students make many different errors in muti-digit computations” (NRC,2001,p.199)
Learning Progression: Place Value
Critical point
Show how learning about place value progresses from earlier grades to future grades.
Step by step directions-
Read “2.NBT.1 understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones…” is part of the standard. There is more information on each standard that is not displayed due to space. All standards can be found at
Share the progression starting with kindergarten through 3rd grade. Let parents know, if their child is struggling with the current grade level content standard they can look at the previous learning for support.
Share this quote
“Research has shown that it is difficult to develop procedural fluency with multi-digit arithmetic without an understanding of the base-ten system. If such understanding is missing, students make many different errors in muti-digit computations” (NRC,2001,p.199)
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4. What is place value? Critical point
Activate prior knowledge of place value and confirm or clarify their understanding of place value.
Step by step directions:
Ask the parents “what is place value?”
Give participants 1 minute to think about “what is place value?”
Have them share their definition with a neighbor
Say to participants “as you watch the video think about your definition of place value, feel free to add to your definition.”
Click on the video to play- if you have trouble playing the video the quick code is LZ3225
Trouble shooting- if the video does not play go to Learnzillion.com and enter the quick code LZ3225 in the box on the top of the website.
Stop the video at 1 minute 33 seconds for the audience. This will go through the review and common errors.
Ask participant “What was confirmed or added to your definition of place value?”
Trainer hint- watch this entire video to assist you with answer questions parents may have.
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5. Tools for understanding
When using these to represent whole numbers, what is the value of each?
How do these blocks relate to one another?
Critical point
Base ten blocks are an important tool for understanding place value. Your students may refer to these manipulatives as units, rods or longs, flats, and cube.
They are named this way because in future grade levels they will be assigned different values.
Step by step direction-
Ask parents “What is the value of each?”
The value of units- 1
The value of rod-10
The value of flat- 100
The value of large cube-1,000
Ask parents “How do these blocks relate to one another?”
It takes 10 units to make a rod
10 rods to make a flat
10 flats to make a large cube
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6. Quick pics How can we use our base ten blocks at home?
With Quick Pics!
Critical point
Quick pictures can be used to represent base ten blocks at home.
Step by step directions-
Ask participants “How can we use our base ten blocks at home?”
With a representation of base ten blocks or quick picks.
These are quick pics- with the emphasis on quick. Students should not spend hours or even minutes drawing these quick pics. units are represented by a dot/small square/small circle, rods are a strait line (not 10 individual squares attached to one another) and a flat is a square.

7. Lets Play Value this! Directions Deal 3 cards to each player.
Make the greatest number possible with your 3 cards. The player with the greatest number earns 1 point.
Using the same 3 cards make the least number possible. The player with the least number earns 1 point.
The discussion you have with your students is important! Ask: What did you do to change the value of your number? Use precise vocabulary: hundreds place, tens place, ones place, and digit. Ask your child what strategy he or she is using to win
Critical point
Apply their knowledge of digits and place value in a way that can be brought home and played with their child
Step by step directions
Follow the directions on the slide.
After participants have had an opportunity to create the greatest and least numbers possible ask them “What did you do to change the value of your number?”
Possible answers- I moved around the digits to make a greater number.
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8. Math Talk?
Why might a student write two hundred seventy-five as ?
Critical slide
Common misconceptions with reading and writing numbers is caused by fundamental place value misunderstandings.
Ask parents “ why might a student write two hundred seventy-five as ?”
Possible answer:
The student just wrote all the values next to each other. It is not correct because the number is too great. The 7 is in the hundreds place instead of the 2 and the zero is in the tens place instead of the 7.

9. 207 YES! Two oh seven? Two hundred and seven? Two hundred seven?
Two what?
Two-hundred AND seven what?
Tenths?
Critical Point – We need to be precise in how we say numbers in word form.
Step by Step Directions
Share at your table different ways you have heard people say this number.
Reveal different misconceptions then correct pronunciation
Share ideas of how we can help your students and ourselves pronounce numbers correctly. For example, “can you catch the teacher/parent/newscaster/author” Students get a point if teacher says it incorrectly, teacher gets a point of a students says it incorrectly.
Trainer notes- discuss with participants about the place value misconception in orange/red.
Two oh seven? Two what? Is asking participants to think about the 2 being in the hundreds place and should be stated when reading the number.
Two hundred and seven? The AND in a number stands for a decimal when reading that number. This is one of the most common mistakes when reading numbers. The represents two hundred and seven tenths.
200.7?
YES!

10. Stretch out! Thinking of numbers flexibly.
Show 47 with your base ten blocks.
What pattern did you find?
What are other ways you can represent the number 47 using base ten blocks?
Tens
Ones 4 7 3 17 2 27 1 37 47
Critical point
Understanding numbers- children need to experience representing numbers in a variety of ways in order to build place-value concepts.
Parents will likely be comfortable with 4 tens and 7 ones but may have less experience with flexible representation. Using money as an example can help parents use something familiar 4 tens and 7 ones could be represented as 3 tens and 17 one dollar bills and so on.
Step by step directions
Have participants make the number 47. Ask them how they made the number 47. Most participants will make 47 using 4 rods and 7 units.
Ask participants the first question on the slide “what are other ways you can make the number 47 using base ten blocks?
Ask participants “when do we use numbers flexibly in the real world”
Possible answers
Money- when receiving change ex. 10 bill, 10 ones, 5 ones and a 5 dollar bill etc.
Budgeting- if you earn 100 dollars and want to use some money to got out to dinner and put some money in the bank what are the different ways you could break apart the 100.
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11. Connections How did this child apply their knowledge of place value?
Critical point
In the previous slide we represented 47 flexibly. In this slide parents see the application of using numbers flexibly.
Step by step directions
Ask participants “How did this child apply their knowledge of place value?”
Facilitate conversation about this point.
Trainer notes: please read to facilitate conversation with participants.
Children and parents may wonder why they need to learn about different ways to write numbers. It is important for children to develop flexible thinking about numbers.
To comprehend the value of 47, children must know that it means 4 tens 7 ones. Working with models and visual representations helps children to see that the value of 4 tens is 40, the value of 7 ones is 7, and that 47 can be described as
Visualizing numbers in a variety of ways helps children understand the size of numbers and develop the meaning of numbers. Further experience will help children deal with numbers mentally, which is an integral part of computation.
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12. 357 What Number Am I? Represent all hundreds, tens and ones.
How is this representation different from what we normally see?
357
What Number Am I?
2 hundreds
14 tens
17 ones
Critical point
Apply their knowledge of digits and place value in a way that can be brought home and played with their child
Step by step directions-
Have participants use the base ten blocks to create the number using 2 hundreds 14 tens and 17 ones.
Ask participants “How is this representation different from what we normally see?
If time is remaining cards in the participant handout can be utilized for additional practice.
Use cards for Tens/Ones, Hundreds/Tens/Ones, or Thousands/Hundreds/Tens/Ones. An example of this center is on the slide. Pass out base ten blocks and let the participants work through a few cards at their tables.

13. What’s the point of base ten blocks?
Critical point
Students need ample opportunities to use base ten blocks to develop a deeper understanding
Step by step directions-
Ask participants “What’s the point of base ten blocks?”
Facilitate the discussion about the following points
children can best understand the relationships between the different place values by using concrete models such as base-ten blocks. Base-ten blocks will help children visualize numbers so that they can understand how the value of a digit changes depending upon its place in a number.
Students will move to quick pictures when they have developed understanding of place value using base ten blocks.
Students will connect these models to an abstract representation of numbers. connecting the concrete representation of the numerical value helps students understand the magnitude of the number.

14. Take it Home and Try It! TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Hand Outs
Value this!
Base ten riddles
Show it/Press it
Digit Change
Critical point-
Interactive games (that apply to place value) that can be utilized at home
Step by step directions
Parents can chose one game they have not already played and play it with a partner.
Let parents know Value this! and base ten riddles have already been played within this training. Encourage parents to try a new game.
Copyright 2009

15. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

16. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.