I can’t stop using visuals in elementary math. They are on every anchor chat, every lesson plan, every assignment if possible. It started last year when I noticed students were having trouble understanding place value until I made a visual 100 chart.
When students have a visual to connect mathematics to, it’s like something magical starts to happen. Students who excel want to make their own visuals, students who struggle start to understand…it’s truly remarkable.
You might be wondering more about what I mean by visuals. I’m going to introduce you to Berkeley Everett at Math Visuals. He is a K-5 Math Specialist out in California that has been working on making math come to life with visual animation. It’s truly remarkable the amount of hours he has put into this task, and it’s all FREE.
Need to learn to count in kindergarten? There’s a visual for that.
Need to see different types of division? There’s a visual for that.
Need to understand the concept behind compensation in addition? There’s a visual for that.
Need to work on different ways to represent two digit numbers using place value concepts? Theres a visual for that, too.
Go to this site and you’ll be lost for hours. Better yet, it will inspire you to create your own visuals on your math anchor charts. It will inspire your students to connect those very abstract math concepts to something that they can hold in their brain.
Thank you Berkeley, you’ve made me a better math teacher, and helped a whole lot of students at our school.
I know you see it all the time, when you ask a student what a number is made of, and they instantly throw place value out the window. That is why so many of us are doing this “Squashing Misconceptions” blog hop about place value.
I was working with a second grader that was struggling to add some two digit numbers (12 and 24). I was thinking that if we could split the 12 she could add a ten and 2 more to 24. So I asked her: “What two numbers go together to make 12?”
“1 and 2!”
Now you might be thinking that I tricked her with the question or that it was a matter of not understanding what I was asking, so I posed the question in a few different ways (“What is 12 made of? What two numbers can you add to get 12?”). Each time, she maintained that 12 is 1 and 2 put together.
So, what do you do when there is a struggle with place value? Get out the MATERIALS. ALWAYS. Don’t waste time or think that this will make it more difficult or confuse them. Just get out manipulatives, counters or cubes. I love cubes because you can group and ungroup them at any time.
I gave her some unifix cubes and told her to prove to me that 1 and 2 make twelve. The second she pulled out those cubes her face lit up. “That’s only 3!”
So I asked her again what makes 12. Do you know what that little cutie did? She pulled out a ten and 2 cubes without even having to count the ten. She was so used to seeing those concrete tools that it was a no brainer. We had to have those materials out to make it concrete, she was not ready for bare numbers yet.
We constantly make those leaps too soon, and then time and time again (myself included!) it doesn’t occur to us to pull out tools, manipulatives or materials. Our young learners need this, as they are very concrete and it can help them make the connection to number sentences.
So let them have those materials! Have them out for ALL students, so that no student ever feels “babyish” having to use them. This is essential for students to understand place value conceptually.
Want to read some more about misconceptions in place value? Check out the next stop in the blog hop: