Advice from Teachers needed - year one homework, hundreds, tens, units

[paulinec]

Hi there
ds1 maths homework this week is hundreds,tens, units place values e.g.

645 = 600 40 5

It sometimes infuriates me that the teacher cannot do a little background note for parents to indicate how she has been teaching the subject. I do not want to start rabbiting on, and totally confuse him and go against what she has said.

Therefore, could any of you delightful teachers give me a little inside info so I am not going against the grain. He has two huge sheets to do over the weekend.

Thank you all so much

What kind of questions are they? Could you give an example?

I completely, totally agree. Dd is doing this as well & looks bewildered when I try to explain it to her. My maths was always crap so maybe it's me? Any maths teachers out there?

Hi worzella

one of the sheets fgoes something like this:

picture of a train with four carriages

carriage = 342, then in carriage 2 child is supposed to write 300, carriage 3 write 40 and the last carriage 2.

that is the example they follow.

I just want explanation to give him to make sense without adding confusion in regards to the zeros etc...

thanks

Is it a case of describing 645 as 6 hundreds, 4 tens and 5 units?

So 645 + 321 would be
6 hundreds + 3 hundreds, 4 tens + 2 tens and
5 units + 1 unit ??

Ah - its the value of the number ie in 321
the 3 is 'worth' 3 hundred ie 300
the 0 = 2 tens = 20
and the 1 = 1 unit

Are any of them of the type where you'd end up with 11 tens i.e. 1 hundred 1 ten - I mean something like 56 + 62 ?

Sorry - x -posted!

Basically they are trying to teach that the 3 stands for three hundred, the four for four tens etc. Make sure you use 0's as place holders so when writes 300 he sees it is 3 in the hundreds place and two zeros showing there are no tens and no units. You don't write it vertically any more until Ks2 so stick to the horizontal break up of numbers. Hope that hasn't caused even more confusion. The aim is that if he sees a number eg 687 if you point to the 8 and ask what it is he'll say 8 tens not just 8. Clear as mud eh?!

yes whizz so for example

629 answer would be
600 29 9

how do you explain that

then they have to do some examples of their own

hi danceswithmud, so he wouldnt say the tens value is 80 he would say 8 10's

is it just a case of practice, practice practice

You need to stress the VALUE of the digit - presumably he/she can say the number 145 is One Hundred and Forty Five and so the 1 stands for 1 hundred, the 4 for forty and the 5 for 5 ....It's hard to explain in writing!

8 tens which has a value of 80 !

hi worzella, yes he could say any number just like you said, I get what you saying about the value of the digit ie. 1 stands for one hundred etc.. i just do not remember writing 100 when I was at school, sure i only did 1 in a special column, I know things change.

BTW I'm a secondary maths teacher - but some of our treasures can't do HTU! and would have no clue about what the 8 stood for in 185! ( worrying, but true!)

worzella, that is worrying, is there any pearls of wisdom you can give, or is it just a case of explaining the place values and lots of practise, i.e. no logic or little rhyme to help

really try to hands on approach with the childrens education so dont like to feel i am giving incorrect info or misleading in anyway. thanks

No I don't think so... most children do get it very easily so I don't think you should worry too much...

thanks for your worzella very much appreciated.

no worries !

"629 answer would be
600 29 9 "

Wouldn't it be
600 20 9 ?

I agree - I thought that was just a typo!

yes, just a typo error

thanks - much appreciated. But I'm not sure dd understands the concept of 100. 10 is easy, of course, because of the fingers. Do you think it would help dd to visualize 100 with smarties or pennies or whatever?

hi sauce

i have briefly discussed this ds1 tonight, before doing the homework, i talked about the first number being the hundreds value, the second being the tens value and the last being the units value. then i asked him to read the number, so then asked how many hundreds, he told me, so then said how many zeros do hundreds have, then asked how value of the tens value, he told me then asked zeros in ten, then the same with the units, he seemed to grasp it this way. If this makes any sense to you.

yes it does! but dd seems pretty dense with anything numerical. To the point of me (an english teacher!) becoming completely exasperated, shouting 'how can you be so stupid' and storming off... I wonder if it ever works to teach your own kids. I know my dad tried with me & we rowed constantly. Especially with algebra & driving.

dont worry sauce, we all days like that with out kids whether we are teachers are not. how about trying writing h t u, in columns and lining the respective numbers up and also putting the amount of zeros under each column to help her initially grasp it, if this also makes sense, not always easy writing these things down. Dont feel shit, i bet she comes into her own when writing. My ds1 hates writing and just goes into dreamland when he has to write, you see the blank expression come over his face.