1. Connecting Academics & Parents
Academic seminars to sharpen skills and build understanding in
Building Understanding of
Place Value
Step by step directions:
Introduce yourself.
Share with parents that these workshops, CAP (Connecting Academics and Parents), were created based on feedback from parents wanting to learn more about the math concepts and how to help their children at home.
Materials for training:
Counters
Base-ten blocks
Technology
Powerpoint packets

2. Mathematics Florida Standards Focus
Grade 1
MAFS.1.NBT.2.2:
Understand that the two digits of a two-digit number represent amounts of tens and ones. 
10 can be thought of as a bundle of ten ones — called a “ten.”
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).
MAFS.1.NBT.3.5:
Given a two-digit number, mentally find 10 more or 10 less than
the number, without having to count; explain the reasoning used.
Step by step directions:
Read standard aloud.
Highlight that this workshop will be looking at the connection between understanding place value, recording numbers to 120, and flexibly representing numbers. This workshop will also share different tools that help children make sense of numbers and mentally determine 10 more and 10 less.

3. Learning Progression:
Place Value
Step by step directions:
Read each standard summary.
Discuss how place value is used throughout this trajectory.
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4. 10 can be thought of as a bundle of ten ones — called a “ten.”
Understand that the two digits of a two-digit number represent amounts of tens and ones. 
10 can be thought of as a bundle of ten ones — called a “ten.”
Step by step directions:
Share with parents that we will be breaking down each part of the place value standard.
Read the slide.
Discuss that the foundation starts with counting by ones and then making the connection that a group of ten ones is equal to one ten.
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5. How many? Step By Step Directions:
Give each parent a baggie with manipulatives in it. All of the bags do not need to be the same, but they should each have more than 20 items in them.
Ask parents to empty their bag on the table and count how many items they have.
Circulate and look for parents that are grouping the items to count more efficiently.
Ask parents to share some of the strategies that they used to count their items.
Debrief: Explain to parents that when working within our base ten number system it is important for children to understand how to make groups of ten and some more. They will eventually learn that ten ones is the same as one ten. This concept is key in understanding place value.
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6. Counters and Cups Ten single counters are placed in a cup.
Step By Step Directions:
Explain to parents that the concept of ten ones being the same as one ten can be a difficult one for children.
Children can use cups to group counting tools (beans, pennies, etc) into groups of ten and then count on by tens and then ones. Click to show one group of 1o and 3 ones.
Highlight the importance of understanding what a ten is before they can organize and count by tens. Click to show addition of two more groups of ten.

7. Understand that the two digits of a two-digit number represent amounts of tens and ones. 
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
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).
Step by step directions:
Share with parents that we will be breaking down each part of the place value standard.
Read the slide.
Discuss that once children understand that a group of ten ones is equal to one ten then they are ready to build and record using base ten tools and language.
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8. Tools of the Trade Ten Frame rod unit cube Base Ten Blocks
Place Value Chart
Step By Step Directions:
Explain to parents that there are several tools that their children can use to help develop the understanding of place value.
Ten Frames can be used to help students see that ten ones make a ten
Base ten blocks can be use to build models of numbers. (The rod represents a ten and the unit cube represents one)
Place value charts can be used to help children recognize the value of a digit in a number.
Tens
Ones

9. What does 37 look like? Step By Step Directions:
Click to animate 37 ones being grouped into tens. Continue clicking for each group of ten ones.
The new model represents 37 as 3 tens and 7 ones.
Explain to parents that this hands on experience helps students build a deeper, conceptual understanding of place value.
Guide parents to look in their packet for the paper version of base ten blocks that they can be used to build numbers at home. At the end of the workshop, some online resources for this will also be shared.

10. 56 43 Record it… Base Ten Language 5 tens and 6 ones Pictorial
Expanded Form
50 + 6
Step By Step Directions:
Explain that there are many different ways to record a number.
Click to show the number 56.
Click to show base ten language and clarify if necessary.
Click to show quick pic. Explain that sticks are used to represent rods and dots are used to represent unit cubes.
Click to show expanded form. Explain that expanded form breaks apart the numbers into place value.
Click to make 56 disappear.
Click again to show the number 43 and ask parents to record the number 43 using base ten language, quick pics, and expanded form.
Answer any questions that parents may have in regards to recording numbers.
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11. Understand that the two digits of a two-digit number represent amounts of tens and ones. 
Decompose two-digit numbers in multiple ways (e.g., 64 can be decomposed into 6 tens and 4 ones or into 5 tens and 14 ones).
Step by step directions:
Share with parents that we will be breaking down each part of the place value standard.
Read the slide.
Discuss that once children are able to use base ten tools and language to represent numbers then they are ready to represent numbers flexibly.
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12. Flexible Representation
Harrison says that 2 tens and 17 ones is the same as 3 tens and 7 ones. Do you agree or disagree with Harrison? Use words, pictures or tools to justify your thinking
Step By Step Directions:
Give parents a few minutes to read and solve the problem.
Circulate and look for parents who are using base ten blocks or quick pics to justify their thinking.
Have one or two of these parents share their thinking.
Highlight that the concept of flexible representation of numbers is difficult for some children. They need numerous hands on experiences to help deepen and solidify this concept. This concept helps build the foundation for regrouping with any of the standard algorithms.
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13. What does 37 look like? Step By Step Directions:
Explain to parents that this shows what 37 looks like using 37 ones.
Click to show ten ones being grouped as a ten.
Click again to show another ten ones grouped as a ten.
Ask parents if the value of the number has been changed.
How do they know?
Possible responses: We just made groups. We did not add or remove any.

14. If you build it… Show at least 2 ways to represent the number 78.
37 ones
3 tens and 7 ones
2 tens and 17 ones
Step By Step Directions:
Explain to parents that we have looked at different representations of the same number.
Click to show 3 ways to flexibly represent 37.
Click again to bring up the next task: Show at least 2 ways to represent the number 78.
Share a few examples.
Reiterate how important this concept is to being able to understand regrouping when using any of the standard algorithms.
Show at least 2 ways to represent the
number 78.

15. Record Different Representations
Pictorial
Expanded
Word
Another Way
Tens Ones
Step by step directions:
Explain to parents that this is a graphic organizer that they can use to have their child record a number in various ways.
Have parents complete one using the number 78.
Circulate and answer any questions that the parents might have.
Let parents know that they have a blank copy of this in their packet. Parents can flip over two playing cards and have their child complete the graphic organizer.
Highlight that this graphic organizer brings together all the place value concepts that have been addressed in this workshop.
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16. MAFS.1.NBT.3.5:
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
How can the understanding of place value help your child master this standard?
Step by Step Directions:
Share with parents that we will be breaking down each part of the place value standard.
Read the slide.
Click to bring up the question: How can the understanding of place value help your child master this standard?
Possible responses: when I add or subtract ten I am just changing the digit in the tens place
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17. Greater than Less than…
Step by step directions:
Explain to parents that a 120 chart is a tool that can be used to help students discover patterns and practice adding and subtracting 10.
Guide parents to the chart and template for the ten more/ten less window in their pack.
Show the parents how they can cut and make the window. If time allows, the parents can make this in the workshop.
Show parents how this could be used with their child at home.
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18. Take it Home and Try It! TRY THIS AT HOME!
Warning: Implementing this engaging activity will result in an increase in motivation and long-lasting learning.
Place Value Websites
Mentally add/subtract 10 Game
Step by step directions:
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19. Possible Delivery Models for CAP Sessions:
School Parent night K-5
Teacher’s or grade level’s own workshop
School invites parents to a curriculum night
Break-out sessions offered by grade level and content area
Teachers who attended TTT or watched voiceover TTT video deliver sessions
Teachers who attended TTT or watched voiceover TTT video deliver sessions to their own class of parents
Grade level can organize a workshop on needed content and have own parent night
Only shared at Train the Trainer session for delivery model options.

20. Tips for Success in Organizing CAP sessions:
Find a team of people to help with organizing the event
Send home bright colored half-sheet flyers and use parent link calls to notify parents
Have parents rsvp
Look for sponsorships from business partners/PTA to have snacks or a full meal for the parents
Consider baby-sitting options on-site
Consider time frames that meet the needs of your parents.
Morning session, at dismissal, evenings
Only shared at Train the Trainer session for delivery model options.