## Monday, February 11, 2013

### Monday Math Freebie - Place Value Strips My class is still working on pedagogy for teaching place value. This week we're using place value sliders and place value strips. I found a set of strips online but wasn't happy with them. You know what that means, right? I made my own!

I created three variations of the strip sets so that you can use them to differentiate. The first form includes the words for place value on the strip (ones, tens, hundreds, etc.). The second form includes numbers to show the value of the digit in a particular place. The third form includes no additional information. Each set includes whole numbers from ones through thousands and comes in both color and black and white versions.

Here's a peak at the file.
These strips were designed for use in activities that meet the following Common Core Standards for Math:

1.NBT.2. Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
• a. 10 can be thought of as a bundle of ten ones — called a “ten.”
• b. The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
• c. The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
1.NBT.3. Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

2.NBT.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:
• a. 100 can be thought of as a bundle of ten tens — called a “hundred.”
• b. 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).
2.NBT.2. Count within 1000; skip-count by 5s, 10s, and 100s.
2.NBT.3. Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
2.NBT.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.

3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.

4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
4.NBT.2. Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3. Use place value understanding to round multi-digit whole numbers to any place.

I hope you get a chance to use these in your home or classroom. Please let me know if you try them and how they work!

#### 1 comment:

1. Very cool. You have done some good work here.