The idea that the value of a digit depends on its position in a number is a fundamental concept in math.It can be difficult to teach this idea to someone who already understands it.Students will be eager to use their new skill and learn more complicated math concepts once they catch on.
Step 1: When to teach place value is up to you.
You may already have an idea of how place value will fit into the larger scope of your course if you are teaching within a pre-set curriculum.You are likely working within a more flexible structure if you are tutoring.When students have learned to count by ones and perform simple addition and subtraction operations, it is a good time to teach place value.The foundation for more complex mathematical concepts will be laid by an understanding of place value.
Step 2: Group counting is a concept introduced.
Most young students only learn to count by one.It is enough for basic addition and subtraction, but not enough to give students a strong foundation for understanding more complex functions.It may be helpful to teach the kids how to chunk groups of small numbers together into larger ones.You can teach your class how to skip-count.Students need to understand this concept before learning place value.Try to establish a sense of ten.Modern western mathematics uses the number ten as a base, so it will be easier for kids to learn more complex systems if they are used to thinking in this way.Group numbers into sets of ten.
Step 3: The idea of place value should be reviewed.
Give yourself a lesson.Before you teach it to a group of young students, make sure you fully understand the concept yourself.A place value is the idea that the value of a digit depends on where it is in a number.
Step 4: There is a difference between numbers and digits.
Every number is made up of ten number symbols: 0, 1, 2, 3, 4, 5, 6, 7, 8, 9.Every single other number is formed by combining these digits.A number can be a digit.Only if it is not grouped with another digit.A larger number is formed when two or more digits are grouped together."7" is the number seven, so demonstrate that on their own.They form the number seventeen when you put them together.The number thirty-five is made up of three and five.Bring the point home by drawing other examples.
Step 5: It is easier to count in groups of ten.
pebbles, marbles, or erasers can be used.There are objects on a table.We use the number 10 as a base in modern math.Count the objects in several groups for the class.40 is the number of groups of 10 pebbles.
Step 6: The pebble example can be translated into numbers.
The concept can be sketched out on a whiteboard.Write the number 1 in the top-right corner of the T-chart.Write a 10 in the left compartment.Write a 0 and a 4 in the same column.Explain to the class that each number has its own place.
Step 7: The basic place values can be illustrated using a number board.
There is a "number board" that lays out all of the numbers from 1 to 100.Students can see how the numbers from 0 to 9 and from 10 to 100 interact with each other.Explain that every number from 10 to 99 is made up of two numbers, with one in the "ones" place and the other in "tens".When the number "four" is located in the "ones" place, it acts as a prefix for the set of "40" when it's located on the other side of the building.Show the "ones" place.Every number with a "3" in the "ones" should be marked or covered up.Explain the location.The class should point out every number with a "2" in it.The "3" in "23" is on top of the "20" that means "2."The "tens" place is a good place to teach your kids to read.
Step 8: Use other visual teaching tools.
You can draw on a whiteboard.Students have learned to associate scaled numerical values with increments of money.Students can be used as groups of values for a fun and interactive exercise.The concept of place value can be abstract until you put it into visual terms.For young kids, numerical symbols can be abstract.Look for ways to frame group counting and place value so that they are easy to understand.
Step 9: You can use colors.
Use different colored chalks or markers to show place value.If you want to write out numbers, use a black marker and a blue marker.The number 40 would be written with a blue "4" and black "0."To show that place value applies across the board, repeat this trick with a wide range of numbers.
Step 10: Use poker chips to teach.
Poker chips should be distributed to each student.Tell the class that the white, blue, and red poker chips are for the "ones", "tens," and "hundreds."Show the class how to use place value with your chips.Give them a number.There is a white chip on the right side of the work table.Say another number like 30.Three blue chips and zero white chips should be placed in the "tens" and "ones" places.You don't need to use a lot of poker chips.As long as each group has a color of chips, you can use almost set of objects to represent the three basic values.It is easy to recognize.
Step 11: The class should have trade chips.
The way that lower place values make up higher place value is shown in this example.Once the students demonstrate a solid understanding of place value, teach your class how to trade the white "ones" chips for the blue and red chips.How many blue chips can I get if I trade 16 white chips?How many white chips can I get if I trade three blue chips?
Step 12: Show how to add and subtract with poker chips.
Once the students have mastered the trading of poker chips, you should approach this concept.For a basic addition problem, tell your students to put three blue chips and six white chips together.Ask the class what the number is.It's 36!Take the same number and make a new one.Students should add five white chips to their number 36.Ask your students how many they have.It's 41!Take one blue chip and ask the students what number they have.It's 31!