Place Value Addition with Manipulatives for Elementary Students
Engage elementary students in hands-on learning activities to fluently add and subtract within 1000 using place value manipulatives. The materials and procedures provided allow for a deep understanding of place value concepts and support the development of strategies and algorithms based on place value and the relationship between addition and subtraction.
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Place Value Addition with Manipulatives MGSE.3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction. MGSE.4.NBT.1 Recognize that in a multi-digit whole number, a digit in any one place represents ten times what it represents in the place to its right. For example, recognize that 700 70 = 10 by applying concepts of place value and division. MGSE.5.NBT.1 Recognize that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right and 1/10 of what it represents in the place to its left. Created by Jessie Moreau, M.Ed., NBCT Gwinnett County Public Schools
Directions for Use of Place Value Addition Materials Materials needed: -Sets of objects depicted in Place Value worksheets: straws, spoons, coins, buttons, pencils, bottle caps, mini marshmallows, pretzel sticks, fish crackers, M&Ms/Skittles (up to 100 of each item or less, depending upon needs of the students); -Plastic baggies: Snack-sized or Sandwich-sized bags for tens; Gallon-sized bags for hundreds -Manipulative Place Value worksheet(s) printedfor each student -Pencils or number stickers for student answers -Plastic bowls -Counting jig in sheet protector (slides 2 & 3), if needed Procedure: 1. Count out a number of items and place into a bowl. Write the amount on a sticker and stick it under the bowl (this will be the student s answer check as well as for you to be sure the answer is correct.) 2. Give each student a bowl with the materials and the corresponding Place Value Addition worksheet that has a picture of the same items in the bowl. 3. Give each student several Snack-sized/Sandwich-sized baggies (1 extra from the actual number of 10 s)and one Gallon-sized bag 4. If students need assistance counting to ten (10), give them a copy of the Counting Jig (slide 3) that has the numbers 1-10 highlighted. This is to be used for 1:1 correspondence so that one item goes on each number. 5. Students repeatedly count to ten to create sets of ten objects by placing 10 objects into small baggie for a set of 10. Repeat with all items until less than ten are left on the number line. These items become the 1 s and this number should be written or chosen from a sticker by the student and placed in the 1 s box of the worksheet. 6. The students then count the number of baggies with ten in each and that number becomes the number of 10 s and this number should be written or chosen from a sticker by the student and placed in the 10 s box of the worksheet. 7. If there are ten bags of 10 s, those ten baggies are placed into the Gallon-sized bag to make 100. The number of filled Gallon-sized bags becomes the number of 100 s and this number should be written or chosen from a sticker by the student and placed in the 100 s box of the worksheet 8. Students then add the numbers to get the sum by making a choice of answer stickers or combining the numbers from the 100 s, 10 s & 1 s to write the sum. ** For students with physical /communication needs: Use a larger container type jig where students may use 1:1 correspondence to place items into 10 bowls/containers that have been labeled 1-10; if unable to place items themselves, students may count verbally or use an AAC device to count while another person places the items into the baggies.
1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 45 46 47 48 49 50 spoons pennies nickels dimes quarters bottle caps crackers straws candies 0
51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 89 90 91 92 93 94 95 96 97 98 99 100 pencils marshmallows pennies nickels dimes quarters paper clips buttons pretzels 0
Slides 6-9 are for use by two students (or multiple students if multiple copies are made.) Print slides then cut in half on the dotted line so that each student has a sheet with a place for their name and the date. You may want to start with snack food item sets to get students motivated. **Be sure students are not allergic to food items. Differentiate number of items in each bowl based upon student s experience and ability. Increase complexity over time by increasing the number of items in a set so that students go from working on 1 s & 10 s to 1 s, 10 s, and 100 s and by increasing the number of problems per learning/assessment experience.
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + 12/8/14 Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Slides 11-16 are for use by two students. Print slides then cut in half on the dotted line so that each student has a sheet with a place for their name and the date. Some sets of materials are snack-food related. You may want to have all students have the snack related materials at the same time. **Be sure students are not allergic to food items when used.
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of __________________ by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Name ____________________________________________ Date ___________________ Add the number of __________________ by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Two problem Place Value worksheet activities are included in the following slides. A set of food items is included as the second problem for each sheet as a built in reinforcer (students can eat the items after the problem has been solved and checked.) **You will want to be sure the student is not allergic to the food item.
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Add the number of by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
Name ____________________________________________ Date ___________________ Add the number of ______________________ by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = = + + Add the number of ______________________ by grouping them into sets of 1 s, 10 s and 100 s 100 s 10 s 1 s = + +
