{"id":4914,"date":"2018-02-01T18:17:39","date_gmt":"2018-02-02T01:17:39","guid":{"rendered":"https:\/\/blogs.ubc.ca\/stem2018\/?p=4914"},"modified":"2018-02-01T18:17:39","modified_gmt":"2018-02-02T01:17:39","slug":"place-value-in-grade-3","status":"publish","type":"post","link":"https:\/\/blogs.ubc.ca\/stem2018\/2018\/02\/01\/place-value-in-grade-3\/","title":{"rendered":"Place Value in Grade 3"},"content":{"rendered":"

I first learned about TPCK and PCK frameworks in my very first MET course. These frameworks are something I always think about as I integrate technology within my instruction. From the reading, this part stood out for me, \u201cNewer technologies often disrupt the status quo, requiring teachers to reconfigure not just their understanding of technology but of all three components\u201d (pg. 1030). I\u2019ve taught for 6 years and currently in my 7th<\/sup> and so every year the way I teach has changed as newer technologies emerge and I need to adapt and change they way I teach. Some of my colleagues haven\u2019t adapted to the 21st<\/sup> century way of learning and teaching and still are very traditional with their teaching practice. This brings up the notion again of why teachers need good quality professional development and training so they are able to learn and apply newer technologies with confidence for example.<\/p>\n

I specifically teach Math as a Learning Support Specialist Teacher. When teaching new math concepts, I ensure that I activate prior knowledge and make connections to material learned prior to the new unit, as this is essential for my students.\u00a0 One of the very first units I always teach and review is Place Value. I use various materials to teach Place Value. I use visuals, hands on manipulatives and virtual manipulatives on iPads for example.<\/p>\n

For example, for my Grade 3 class block as an introduction I will put up a number on the whiteboard and leave out manipulatives and let the students use manipulatives (base-ten blocks) to represent the number.\u00a0 After exploring for a few minutes, the students share their responses and collaborate.\u00a0 During this time, I can assess which students understand and are connecting the Place Value with the correct Base-Ten Block and where further instruction is needed.<\/p>\n

Next, I thoroughly go through each place value spot with the corresponding manipulative to ensure students are making the connection. Students first listen and watch, and then they work together with their group to demonstrate their understanding. Once student understand the value of each place value position, we focus on representing the place value of numerals in three notations: Standard, Expanded and Written and focus only until the thousands position until everyone has a good understanding. \u00a0Students can demonstrate their knowledge by using manipulatives, using whiteboard place value mats, or recording their thoughts on paper or digitally. For students who struggle and require another explanation, they can watch the tutorial videos on Khan Academy, which they always find very useful.<\/p>\n

Once \u00a0the students have \u201cmastered\u201d each place value spot and can represent it various ways (standard, expanded and written), we move onto the next until of addition with regrouping. Since I have just been teaching math the past few years, I have become very specialized in this area and have received training in specific programs and concepts.<\/p>\n

Mishra, P., & Koehler, M. (2006). Technological pedagogical content knowledge: A framework for teacher knowledge.\u00a0The Teachers College Record, 108<\/em>(6), 1017-1054.<\/p>\n","protected":false},"excerpt":{"rendered":"

I first learned about TPCK and PCK frameworks in my very first MET course. These frameworks are something I always think about as I integrate technology within my instruction. From the reading, this part stood out for me, \u201cNewer technologies often disrupt the status quo, requiring teachers to reconfigure not just their understanding of technology […]<\/p>\n","protected":false},"author":50112,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[1669398],"tags":[],"class_list":["post-4914","post","type-post","status-publish","format-standard","hentry","category-b-pck"],"_links":{"self":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4914","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/users\/50112"}],"replies":[{"embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/comments?post=4914"}],"version-history":[{"count":1,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4914\/revisions"}],"predecessor-version":[{"id":4915,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/posts\/4914\/revisions\/4915"}],"wp:attachment":[{"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/media?parent=4914"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/categories?post=4914"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/blogs.ubc.ca\/stem2018\/wp-json\/wp\/v2\/tags?post=4914"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}