Texas Instruments TI15TK Teacher Guide - Page 37

The Value of Place, If you cover the digits to the right of

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The Value of Place Value (Continued) Collecting and Organizing Data Have students use their base-ten materials and the calculator to continue the exploration with other numbers, identifying how many hundreds and thousands (and 0.1s and 0.01s for older students). Encourage exploration with questions such as: • How many hundreds are in 120? 2478? 3056? • How many tens are in 120? 2478? 3056? • How many units (ones) are in 120? 2478? 3056? • What numbers can you find that have 12 units? 12 tens? 12 hundreds? • What numbers can you find that have 60 units? 60 tens? 60 hundreds? Analyzing Data and Drawing Conclusions Have students use the table on The Value of Place Value Student Activity page to record their findings and identify the patterns they see. To help them focus on the patterns, ask questions such as: • How does the number of tens in 1314 compare to the number 1314? How about 567? 2457? 4089, etc.? If you cover the digit in the units place, you see how many tens are in a number. • How does the number of hundreds in 1314 compare to the number 1314? How about 567? in 2457? in 4089, etc.? If you cover the digits to the right of the hundreds place, you see how many hundreds are in a number. • How does the display on the calculator compare to what you can do with the base-ten materials? If the calculator shows 31_, for 316, I should be able to make 31 tens rods out of the 316 units I have. ³ Students can use the 11 - . Place Value mode to test their conjectures. For example, if they think 1602 has 160 hundreds, they enter 1602, press Œ ', and see 16íí. They can then use the base-ten materials to see why there are only 16 hundreds in 1602. (If students use the - 1 - . mode to find what digit is in the hundreds place, they will see í6íí displayed to show that 6 is the digit in the hundreds place. © 2000 TEXAS INSTRUMENTS INCORPORATED TI-15: A Guide for Teachers 30

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© 2000 T
EXAS
I
NSTRUMENTS
I
NCORPORATED
TI-15: A Guide for Teachers
30
The Value of Place Value
(Continued)
Collecting and Organizing Data
Have students use their base-ten materials and the
calculator to continue the exploration with other
numbers, identifying how many hundreds and
thousands (and 0.1s and 0.01s for older students).
Encourage exploration with questions such as:
•
How many hundreds are in 120? 2478? 3056?
•
How many tens are in 120? 2478? 3056?
•
How many units (ones) are in 120? 2478?
3056?
•
What numbers can you find that have 12 units?
12 tens? 12 hundreds?
•
What numbers can you find that have 60 units?
60 tens? 60 hundreds?
Analyzing Data and Drawing Conclusions
Have students use the table on
The Value of Place
Value
Student Activity page to record their findings
and identify the patterns they see. To help them
focus on the patterns, ask questions such as:
•
How does the number of tens in 1314 compare
to the number 1314? How about 567? 2457?
4089, etc.?
If you cover the digit in the units place, you see
how many tens are in a number.
•
How does the number of hundreds in 1314
compare to the number 1314? How about 567?
in 2457? in 4089, etc.?
If you cover the digits to the right of the
hundreds place, you see how many hundreds are
in a number.
•
How does the display on the calculator compare
to what you can do with the base-ten materials?
If the calculator shows 31_, for 316, I should be
able to make 31 tens rods out of the 316 units I
have.
³
Students can use the
11
– .
Place Value
mode to test their
conjectures. For
example, if they think
1602 has 160
hundreds, they enter
1602
, press
Œ
‘
, and
see
16
íí
. They can
then use the base-ten
materials to see why
there are only 16
hundreds in 1602. (If
students use the
–
1
– .
mode to find what digit
is in the hundreds
place, they will see
í
6
íí
displayed to show that 6
is the digit in the
hundreds place.