Constructing+Numbers

Sara says: "51 is larger than 15." Daekwon says: "15 is larger than 51." Who do you agree with? Justify your choice using picture, number, and/or words to make the numbers.
 * Place Value Disagreement: (K-1)**
 * Sara and Daekwon are having an argument.

Place Value Disagreement: (2-3)** Sara and Daekwon are having an argument. Sara says: "There is only one way to use blocks to show 2,194." Daekwon says: 'You are wrong! I can think of at least two different ways to show 2,194."

Who do you agree with. Justify your choice using picture, number, and/or words.
 * adapted from __Uncovering Student Thinking in Mathematics__

Sara and Daekwon are having an argument. Sara says: "The lowest three digit number is 001" Daekwon says: "I don't think so! I can think of lots of numbers lower than that."
 * Place Value Disagreement: (4-5)**

Who do you agree with. Justify your choice using picture, number, and/or words.


 * To incorporate technology you can use resources such as; glogster, kidpix, and voicethread.

Place Value Disagreement Checklist

Student agrees with Daekwon Student agrees with Sara Student does not show a distinction between tens place and ones place Student shows a clear distinction between tens place and ones place Student shows that fifty is five tens Students shows understanding that the value of the digit changes by place Students does not show understanding that the value of the digit changes by place Student shows understanding in more than one way (ex. pictures and numbers)
 * K-1 This checklist is intended to assist with diagnosing misconceptions and level of understanding.

****2-3 This checklist is intended to assist with diagnosing misconceptions and level of understanding.** Student agrees with Daekwon Student agrees with Sara Student does not show a distinction between the different places Student shows a clear distinction between the different places Student shows or explains the number in one way Student shows or explains the number in more than one way Students breaks numbers down by place values (ex. 56 = 50 and 1) Student shows understanding in more than one way (ex. pictures and numbers) **
 * Student breaks numbers into groups that are independent of the digits place values (ex. 50 = 25 and 25)

Student agrees with Daekwon Student agrees with Sara Student gives a clear and concise explanation for why 001 is the lowest three-digit number Student does not show consideration for decimal place value Student shows consideration for decimal place value Student gives one example of a number lower than 001 Student gives more than one example of a number lower than 001 Student explains that there are an infinite number of numbers more lower than one Student shows understanding in more than one way (ex. pictures and numbers)
 * 4-5 This checklist is intended to assist with diagnosing misconceptions and level of understanding.**


 * If a student shows that they have no understanding of decimal place value then one might have the student take the 2-3 place value assessment. The same is true for the 2-3 assessment.