Tips for teaching place value please.

[OhioOhioOhio]

How do i teach my class of 8 year olds how to add 10 when the tens column is a nine?

Like 293

Or how to subtract 1 when the tens column is a zero?

Any tips im/they're struggling.

Glad you're not teaching my kids.

Not as glad as i am.

There must be a trick that I'm not using. Anyone anything helpful to suggest?

The flipboards alongside the base ten material work but there are a couple that just cant make the connection.

Any other good ideas?

Illustrations? A group if 100 in one colour, anothrer for 10 and another for units? Willl help visualise

Use an abacus

Hi OP, sorry for the rude comment of the person who said "glad you're not teaching my kids". As a teacher it's good to ask for help and say what you're currently doing isn't working, it's how we learn and grow and to be honest that's great in any career. Sometimes I feel as if parents think they can be teachers just because they have kids themselves and being a parent and a teacher are two very different jobs. Have you tried looking for videos online that teach this? They may show you tricks you haven't thought of before. Sometimes website of other schools with maths how to videos are a great help. I would just suggest getting an old fashioned hundred square out (or whichever number you need to go up to and show them the physical jumps as they may just need to see it visually. I hope that makes sense? And please remember asking for help is always the best thing to do just like you did, after all I'd rather have a teacher who asks for help to better their teaching and the children's learning than one who doesn't and makes mistakes. You're doing amazing, always remember that.

Do it visually with hto grids and manipukables like base 10 or place value counters do that they physically have to make the exchange.

Can they understand that 290 is 29 lots of ten? So 29 (lots of ten) + 1 (lot of ten) = 30?

I think this would call for lego or multi-link! Get 30 kids to make up a chain of 10, and one a chain of three. 29 chains of 10 + 3 = 293, so what if we add another 10?

Partitioning. 293 is 200, 90, 3 so adding a ten gives you 200, 100, 3. Then add them up. 300, 3 so 303.

Thanks everyone. I've only had the class a couple of weeks. Since the start of the school year thryve had about 15 teachers. There are so many gaps in their understanding. They can work with big numbers but even the most able dont have a visual picture that helps them have choices in how they compute a sum.

Now the chair throwing has mostly stopped I can hopefully tackle this. I think ill take them right back to the beginning. They are a lovely class but they've had a hard time.

It’s a time for base 10 apparatus, especially as they’ve had such disruption. They’ll have had so many ‘methods’ thrown at them, or just given worksheets to get on with it probably, if there’s been a lot of chair throwing.

What year are they?

I would be politely informing SLT that there would be no written maths expected from this class until you’ve supported them with basic number sense and place value.

What year are they? Guessing lower key stage 2? Using tens frames alongside base 10 might help. They can see each ten as ten ones. I used to play game with tens and ones rolling a dice. Take however many ones they roll, Whenever they have 10 ones they exchange or swap it for a ten. Every now and again shout swap and rather than add what you roll you take it away. Quick fire and fun but effective. Then keep using the concrete and pictorial examples alongside the abstract number questions. Ask the school if they have a calculation policy to support you

Another tactic with apparatus could be to use numicon - just the '9' piece (although you need 3 of these) and counters/cubes. Place one in each of the space in a place value grid- so one for Hundreds, one for T and one for Units. Do some prep work in displaying 3 digit numbers, so for 538, fill up the numicon spaces with 5 cubes in the H column, 3 cubes for the Ten column etc. Then count in 1's starting from a low number where you would add a cube each time, but when you get to the 9, there is no more space for a cube. Bring the cube up, make sure that you talk about swopping the 10 cubes for a ten. Then use to demonstrate counting in 10's.

The other thing is to see if you can find a video of old fashioned dials, like you used to see on cars for the miles travelled, or electricity. They show getting to the nine, and then the dials changing accordingly.

These are really helpful ideas. I especially love the dice game. They are a mixed lower stage class. Youngest ages 6, oldest nearly 8.

I see so much that needs sorted and there is so little time to do it.

I see lots of post 16 learners who clearly never grasped this, and who still find it difficult so you’re certainly not alone in finding it hard going to get across. It sounds as though you are really trying, well done, good luck (but please only use the word “sum” for addition).

Omg. Really only use the word sum for addition?
I've never ever been told that before.
What word is better? Calculation?

This is a nice clear explanation.

www.dr-aart.nl/Arithmetic-sum-difference-product-quotient.html
It will prevent confusion later on (I have to explain it all the time to post 16 learners) if you use the general word calculation instead of sum, eg, Have a go at this calculation rather than Do this sum. Or to be more specific for subtraction, Find the difference between...

Use numicon
And say "number sentence"

@OhioOhioOhio In the nicest possible way, are you a qualified teacher?

As 'sum' (we use the word 'equation') is pretty basic knowledge and you should have been taught at Uni and now have access to tools and resources to teach place value?

I'm a qualified teacher. I'm back at work after a trauma.

Piecing my personal and professional life together.

Actually i would say

'What skills will you have to practise? What choices do you have? What are the digits teaching you?