1. Place Value Kim Burns

2. Chip-Trading Games Use chip-trading games to teach place value. These games stress the idea of exchanging many for one. The values of chips corresponds to the numeration place value pattern. For example, white chips represent ones, blue chips represent tens, and red chips represent hundreds. The student rolls a die and receives the number of ones indicated on the die. Exchanges for higher valued chips are made according to the rule of the game (i.e. four for one if base 4; ten for one if base 10). The first player to get a chip of a certain high value wins.

3. Bank Game Use a game board and bank to help students understand place value.  In computing the problem 527+893= the student places 5 hundreds, 2 tens, and 7 ones blocks in the upper row. Then the student places the appropriate blocks for 893 in the second row. Starting with the ones, the student collects 10 ones if possible and moves all remaining ones below the black line. The student trades the back each 10 ones collected for the correct number of tens. The tens collected from the bank are placed at the top of the tens column.

4. Bank Game In this problem, 10 ones are traded to the bank for 1 ten, and 0 blocks are placed below the black line in the ones column. Next, 10 tens are traded for a hundreds block, and 2 tens blocks are placed below the black line in the tens column. The student trades 10 hundreds for a thousands block and then places 4 hundreds blocks below the black line in the hundreds column. Finally the student moves the thousands block below the black line in the thousands column. The student counts the blocks in each column and writes the answer, 1,420. 1000s100s10s1s 527 893 1 4 2 0 Start here

5. Making Columns  Present FIND as a mnemonic strategy to help the student understand and solve place value problems.  F- Find the columns  I- Insert the ts.  N- Name the columns.  D- Determine the number of hundreds, tens, and ones. Example: Find the columns 643 Insert the ts 6 34 Name the columns 100s 6 10s 4 1s 3 Determine the numbers 6 hundreds 4 tens 3 ones

6. Labeling Columns Insert the initial letters for ones, tens, hundreds, and so on over their respective columns: Vertical lines can be in colors for additional cueing. Ten thousands (t th) Thousands (th) Hundreds (h) Tens (t)Ones (o) 413413 573573 451451 761761 +

7. Pegboard Use masking tape to divide pegboard into 3 columns with 9 holes in each subdivision. An arrow is drawn from right to left on the piece of tape that separates the bottom third. This line serves as a equals sign; answers to problems always are shown by inserting pegs below this line. In addition to helping the students recall the different values for each column, color coding reminds the student to start with green. The top two rows hold the pegs representing the first 2 numbers in addition or subtraction problem.

8. Pegboard To solve 5+6, the student starts to transfer all the pegs in the ones column to the ones section below the arrow. The student discovers that not all 11 pegs will fit in the bottom row of the ones column. Consequently, the student must exchange 10 greens pegs for 1 yellow peg and carry this yellow peg into the tens columns. Borrowing consists of trading 1 yellow peg for 10 green pegs and putting the green pegs in the top row of the ones column. 100s10s1s

9. Place Value Cards Make cards with numbers on one side and tallies for the number of hundreds, tens, and so on in that number on the other side. Example: Front  Back  Also, strings can be attached to the cards for stringing beads to represent the number in each column. 431 100s10s 1s

10. Place Value Table Instruct the students to complete the missing spaces in the place value table: Example: 1001011 100 less greater 178278279 141142152 359369469 420520 400401402

11. Source from - Teaching Students with Learning Problems, 8th Edition, Cecil D. Mercer; Ann R. Mercer; Paige C. Pullen (2011)