Base 10 Concepts

In order to help children gain a more understanding of place value, as an future educator I must understand the connections and relationships among the related concepts as well as possess knowledge of how children learn early number concepts. Place value is the idea that each digit in a number represents a certain amount, depending on the position that it occupies. Recognizing that children can count out a set by ones, as a future educator it’s important to help them see that groupings of tens and leftovers is a way of counting that same quantity. Counting plays a role in constructing base-ten ideas about quantity. Each approach helps children think about the quantities in a different way. Counting by one, is a primary way they can name
The counting methods provides a way to help children make this connection, “two tens and five”, this methods is called base ten language. Physical model for base ten concepts can play a key factor in helping children develop the idea of “a ten”. When first teaching place value, the models should be proportional. Nonproptional models can be used by children who understand that 10 units make a “ten” models such as, money. Also, incorporating the magic house the bank has money where children can correlate with real money and life
Group of 100 can be understood as a group of 10 tens as well as 100 singles ones. As an educator, it’s important to use group able model so that children can see how the 10 groups of ten are the same as 100 individual items. “A variation of “Three other ways” is to challenge children to find a way to show an amount with specific number of pieces. For example, ask children to show 463 with 31 pieces. (There is more than one way to do this)” As a future educator, we must look at patterns in our number system and how numbers are related. It’s important to help children develop an understanding of relationships of numbers to special numbers called benchmarks numbers. The hundreds chart is an important tool in the development of place-value concepts. K-2 classrooms should have hundreds chart displayed around the room. “The NCTM principles and standards for school mathematics suggest, “It is not necessary to wait for students to fully develop place-value understandings before giving them opportunities to solve problems with two- and three- digit numbers.” When children study place-value concepts, encourage them to see numbers in the real world about