1. Before Place value… Moving to Stage 5 Presented by Helen Rodgers. With thanks to Honor Ronowicz

2. Today's Menu Early Place Value-where it starts. Mathematical properties Key concepts Effective PV equipment More activities to support learning

3. Why are students getting ‘stuck’?  Rely on counting  Unable to ‘image’ or see a visual representation in their heads  Don’t know groupings within and to 5 and 10  Need more experiences with real objects before using structured equipment and symbols

4.  A key concept in early numeracy is Quantification (how many things in a group) and cardinality (the last number word tells how many are in the group) this can be learnt through counting and subitizing.  Some children can subitize before counting Don't assume a particular order of development  Develops part-whole thinking. A must for place value understanding.  They can’t count forever to solve problems Developing early numeracy

5. Before Stage 5 and Place Value It’s the Grouping/Place Value domain (stages 1-4) of the Number Framework – Knowledge. True place value (stg 5!) understanding cannot occur unless students are part whole thinking Do you think students are experiencing sufficient opportunities to develop their thinking in this domain?

6. A Potential Barrier.  In the GloSS and NumPA test, children are expected to image counters  Most stage 2/3 and stage 3 lessons from Book 5 use hands and tens frames. e.g.  -Pg 10 Teens and Fingers. Teaching Model -It is important that learning begins with concrete materials and connections are made between other equipment, and hands and tens frames.

7. Crucial factors for developing early place value Let’s clarify the terms in the Grouping/PV domain  instantly recognises patterns to 5, including finger patterns (subitizing)  knows groupings within 5, with 5, within 10  instantly recognises patterns to 10 (doubles and five based), including finger patterns  knows groupings with 10, within 20  knows the number of tens in decades All this BEFORE place value

8. What else could we do? Perceiving (knowing) sub-groups within numbers i.e present objects in different arrangements speed encourages sub-grouping and discourages counting

9. Place Value – The big picture! The 4 mathematical properties that relate to Place value. Positional. Where its is says how much it is Base ten. Values increase in powers of ten Multiplicative. Value of the digit is the product of x the face value by the positional value Additive. Total value of the whole number is the sum of the values of the individual numbers.

10. Key concepts of Place Value. Conservation of number. Reading and writing of numbers Making links between the multi digit number and what it represents. …And can they explain this? Relative magnitude-Which is bigger? Counting groups of objects in 10/100/1000’s etc Beans Adding in increments o 10’100’1000’s etc. With an emphasis of ‘rolling over’ though a number with nines. Understanding of the place of zero in our number system. AND……. Students need discussion and relevant equipment!

11. Other Teaching Ideas Book 4 Teaching Number Knowledge Pages 22-31 Book 5 Teaching place value. Can you identify which ones? Nz maths website