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DIY PLACE VALUE BOX

Head to the Dollar Store to pick up the following items to make this super easy and handy place value box for your classroom!

List for making one DIY Place Value Box:
-3 tongue depressors 
-3 paper cups (3 oz. size)
-Sturdy Plastic Container
-Clear tape
-Decorative Duct Tape (optional) 
-permanent marker
-scissors
-20 bright green pony beads
-15 bright blue pony beads
-10 bright purple pony beads
-2 black pipe cleaners (cut in half)


Step 1: Cut the pipe cleaners in half.

Step 2: String the green pony beads to one pipe cleaner, the Blue to a second pipe cleaner, and the purple beads to a third pipe cleaner. There will be one pipe cleaner left over.  Set these aside.

Step 3: Cut the bottoms out of your paper cups. You might even be able to just use your finger and pop out the bottom on the less expensive options.

Step 4: Write out "H" on the top of the first stick, "T" on the second, and "O" on the third. Each stick will represent one place.

Step 5: Tape each stick to the inside of your box. Make sure they are in the "H,T,O" order!

Step 6: Slide a paper cup onto each stick and tape to the stick to secure.

(Optional)Step 7:Add your fancy duct tape to make the box your own!

Voila! There's your DIY kid-friendly kinesthetic place value box.  Students can drop the pony beads through the cups in order to add and to help with place value.

1's = Green Beads

10's = Blue Beads

100's = Purple Beads

Students can make their own to have in the classroom or you could have some pre-made for a center.

This can be used for independent or group practice in addition to an informal assessment.

Click here for a free task cards download you can use with this box.

--->TAG @kidsmathtalk on Instagram or Twitter with a pic of your place value boxes!  

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3 Tips for Starting a Unit on Time

How well do your students really understand time?

Even after giving my students a pre-test  on telling time and solving elapsed time word problems, I greatly misjudged their ability to tell time on an analog clock as well as to think about how long before the next hour.

After crashing and burning with several elapsed time number line lessons, I decided to rethink my approach and to consult the Common Core State Standards prerequisite  understandings for time. From here I came up with three tips to help my students with their conceptual understand of the analog clock and telling time.

Tip #1: Make sure students know the hour time zones

Start your time unit with by giving students a common understanding of the "hour zones" on an analog clock. Use their schema about an "AB" pattern and divide the clock into 12 parts.  

Tip #2: Give students resources to help them find the 

                         minutes on the clock

Sometimes part of the trouble for telling time is knowing how to move CLOCKWISE on a clock and how to figure out where specific minutes on the clock are when given a problem. 

Give students this page to use as a resource when working with time! The "clock facts" used for skip counting by fives even have a thicker border to help them stand out.



                                   Tip #3: Practice, Practice, Practice!

Give random times and have students shade in the number of minutes on the clock. This will help them start to recognize the concept of moving clockwise as well as the total area a number of minutes takes on the clock.

Also, relating time to fractions of 60 minutes can help students estimate times while they are learning how to be very precise

Starting our unit over and focusing on these three tips has greatly improved the understanding of time in my classroom.

All of these sheets and more are included in my

Winter Elapsed Time Pack!

  Click on the picture to grab it now while the price is only $3.00!! 

Also try out the  Spring Activity Pack!

Try out the pages specifically for these three tips for free 

by clicking on the link below...

       

Leave a comment about how your are helping your students understand time!