Elementary 1– 4 Grade
The student is asked to demonstrate their understanding of a three digit number by using blocks.
1.
Provide the student with bocks that represent 1’s, 5’s, 10’s, and 100’s
2.
3.
4.
Give the student a specific number
Have the student use the blocks to represent this number
Now, have the student use a different combination of these blocks to represent the
5.
same number.
Ask the following questions depending on the students’ goals, or lesson objectives:
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•
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“Can you think of another way to show the number ___?”
“How many different ways are there to represent ___ using only these blocks?”
“What would the number be if we added____ number or blocks?”
“What would the number be if we took away _____ number of blocks?”
For example: The blocks to the below represent the value of 24.
Hundred’s Value
Thousands Value
One’s Value Ten’s Value
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Pre-assess your student to be sure that pre-requisite math and counting skills
For instance, the student must understand the concept of “value places.” exists.
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An example of a challenge question for step 5 would be:
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“What number would be _(2)_ 100’s blocks, _(3)_ 10’s blocks, & _(1)_ 1’s blocks represent?” (Student would respond: 231)
Schmidt, M.E., (1995). Mathematics intervention: Second grade place value concepts.
Education, 116(2)
, 229-243.dio: 9341300