The purpose of this pattern is to assist pupils understand topographic point value constructs such as 1s. 10s. 100s and grouping. In the activity. pupils are encouraged to enter school yearss utilizing straws. They add up the straws every twenty-four hours until they total to ten so as to reassign the package to a tens pocket. Depending on the class degree. they can travel farther to group the 10s packages to do a pocket of one hundred straws. In add-on. pupils are told to observe down the right whole numbers to stand for the figure of packages and figure of individual straws ( Kawas. 2010a ) .

Place Value Race hypertext transfer protocol: //www. theteachersguide. com/Mathactivities3. hypertext markup language This pattern engages pupils in some kind of competition aimed at helping them understand topographic point value of whole numbers ( 0-9 ) harmonizing to their place in a figure. The pupils are grouped into two and each group given a set of ruddy. yellow. blue and orange colored cards. The pupils are so instructed to choose a colour to stand for each topographic point value ( e. g. yellow for 1s. ruddy for 10s. blue for 100s etc ) ( Math Activities III. n. d. ) .

The teacher so says a figure ( allow state 3456 ) and the groups compete to make the figure utilizing the cards. The first group to make the figure is awarded some points and the game continues until all pupils have participated efficaciously. Number Line-Up hypertext transfer protocol: //www. mathwire. com/numbersense/morepv. html The purpose of this topographic point value activity is to assist pupils to develop and get the hang topographic point value constructs of Numberss. Some pupils are given demo cards and instructed to travel in forepart while the remainder remain on their desks with whole number cards ( Kawas. 2010b ) .

The instructor says a figure and instructs pupils at forepart to line up in such a mode to make the figure while those at the desks are required to form the cards to make the same figure. After making the figure. pupils are asked to state the whole number at the 10s or 100s. or 1000s place. To promote creativeness among the pupils. the instructor can randomly take a pupil to give out waies for making the Numberss to the other pupils. Conclusion School Day Count Routine pattern helps pupils understand topographic point value constructs such as 1s. 100s and grouping.

On the other manus. the other two activities are aimed at promoting pupils to get the hang topographic point value thoughts such as 10s. 100s and 1s etc. Mentions Kawas. T. ( 2010a ) . Place value activities: School twenty-four hours count modus operandi. Mathwire. com. August 9. 2010. & lt ; hypertext transfer protocol: //www. mathwire. com/numbersense/placevalue. hypertext markup language & gt ; Kawas. T. ( 2010b ) . More topographic point value activities: Number line-up. Mathwire. com. August 9. 2010. & lt ; hypertext transfer protocol: //www. mathwire. com/numbersense/morepv. hypertext markup language & gt ; Place value race. ( n. d. ) . Math Activities III. August 9. 2010. & lt ; hypertext transfer protocol: //www. theteachersguide. com/Mathactivities3. hypertext markup language & gt ;