Place Value to 100

Strand: Number
Outcomes: 5, 6, 7

Step 3: Plan for Instruction

Guiding Questions

What learning opportunities and experiences should I provide to promote learning of the outcomes and permit students to demonstrate their learning?
What teaching strategies and resources should I use?
How will I meet the diverse learning needs of my students?

A. Assessing Prior Knowledge and Skills

Before introducing new material, consider ways to assess and build on students' knowledge and skills related to counting. For example:

Have students illustrate numbers to 20 with various counters. Ask them if they can show 21, 22, 23, … 29. How would they show 30?
Ask where they have experienced numbers larger than 20? The calendar is likely to have been a daily experience in kindergarten and Grade 1. Other experiences may range from the number of kids in the class to amount of money in their allowance.
Check which manipulatives they have experienced. Are they familiar with ten frames and place-value mats, with or without labels or number flips (from 0-9)? Have they counted with beans and portion cups? Have they used Unifix or multilink cubes? Have they used the hundred chart? If so, how?
Ask students to describe their experiences with estimating in Grade 1. Do they recall the term "estimate" and understand that it means to make a guess as to what amount would be as close to the answer as they can predict. Did they have few or many experiences with estimating and were the numbers limited to 20 and under?
Have students compare numbers up to 20 and explain how they know which numbers are greater or less than the others in comparisons of 2 numerals, then 3 numerals. Do they use terms "greater than" and "less than" or "bigger than" and "smaller than" or simply "more/bigger" and "less/smaller"? Can students order numerals from largest to smallest, not just smallest to largest?

If a student appears to have difficulty with these tasks, consider further individual assessment, such as a structured interview, to determine the student’s level of skill and understanding.

Sample Structured Interview: Assessing Prior Knowledge and Skills Word Document

B. Choosing Instructional Strategies

Consider the following guidelines for teaching:

Provide varied manipulatives, enough for all students to use during lessons.
Insure that students are familiar with the various manipulatives, allowing time to explore the manipulatives if students have not used them before.
Teach the same concept or skill with more than one manipulative, so students can generalize that the mathematics involved is applicable in more than the case of a single manipulative.
Students do not have to be able to spell all the words correctly that they need to communicate their work and thinking to you and others.
Establish a safe community for risk-taking and for expressing differences. Assure students that making errors gives them opportunities to learn.
Have manipulative materials available for students to use as needed, but do not force students to use them all of the time. If students develop strategies to solve problems, it is not necessary for them to spend time setting out manipulative representations for every number or problem they encounter. If students make mistakes, ask them to show you the number or problem with their manipulatives. The student is likely to notice and correct the error in doing so.
Provide time for students to share their answers and reasoning or strategies.
Be sure that students have the opportunity to work with base ten units that are groupable before they convert to pregrouped ten sticks, single rods that are the length of ten joined centicubes. Likewise, students who are going to be using beans that have been glued onto Popsicle sticks as ten sticks would be better off to begin using beans and portion cups.
Challenge the students to make and do similar problems with or without models to clarify their explanations.

C. Choosing Learning Activities

Learning Activities are examples of activities that could be used to develop student understanding of the concepts identified in Step 1.

Sample Learning Activities
Explaining and Demonstrating with Counters the Meaning of 2-digit Numbers, Including Those with Identical Numerals in Both the Tens and Ones Places	Download Activities
Count the Number of Objects in a Given Set, Using Groups of 10s and 1s, and Record the Result as a 2-digit Numeral Under the Headings 10s and 1s	Download Activities
Describe a Given 2-digit Numeral in at Least Two Ways	Download Activities
Illustrate, Using Ten Frames and Diagrams, That a Given Numeral Consists of a Certain Number of Groups of Ten and a Certain Number of Ones	Download Activities
Illustrate, Using Base 10 Materials, That a Given Numeral Consists of a Certain Number of Tens and a Certain Number of Ones	Download Activities
Identify and Explain Errors in a Given Ordered Sequence	Download Activities
Identify Missing Numbers in a Given Hundred Chart	Download Activities
Identify Errors in a Given Hundred Chart	Download Activities
Order a Given Set of Numbers in Ascending or Descending Order, and Verify the Result, Using a Hundred Chart, Number Line, Ten Frames or by Making References to Place Value	Download Activities
Estimate the Number of Groups of Ten in a Given Quantity, Using 10 as a Referent	Download Activities
Select Between Two Possible Estimates for a Given Quantity, and Explain the Choice	Download Activities