• best teaching practices
• # Is it 10x the value or 1/10 the value?

FOCUS TEK: Supporting 4.2A interpret the value of each place-value position as ten times the position to the right and as one-tenth of the value of the place to its left

For some reason, this TEK has always been a tricky one for students to grasp. I think we need to understand that students are still building upon their knowledge of “place value”. Why else is place value something that is continued to be covered all throughout elementary school? It takes time to develop an understanding of our “place value” system!

Let’s start off with an example from a released STAAR question.

In the number shown, one digit is underlined and one digit is circled. Which statement about the circled digit is true?

• a) Its value is 10 times greater than the value of the underlined digit
• b) Its value is 1/10 the value of the underlined digit
• c) Its value is 30 times the value of the underlined digit
• d) Its value is 1/30 the value of the underlined digit

## Suggested Strategy

This is a strategy I have used to help students break down this TEK in a very practical way. I also incorporate the skill of expanded form because …. why not? Trying to reinforce the understanding of place value is never a bad thing 🙂

1.Write the values of each digit that is mentioned (in its order) Which statement about the circled digit is true?

2.Find the relationship From 30,000 to 3,000 the number gets smaller, so it’s 1/10 the value

3.Answer: B its value is 1/10 the value of the underlined digit

## Example #2

In the number 442,189 what is the relationship between the digit in the hundreds thousands place and the digit in the ten thousands place?

• a) Its value is 10 times greater than the value
• b) Its value is 1/10 the value of the underlined digit
• c) Its value is 40 times the value
• d) Its value is 1/40 the value

1.Write the value of each digit that is mentioned (in its order)

2.Find the relationship From 40,000 to 400,000 the number gets larger, so it’s 10x the value

3.Answer: A its value is 10x greater than the value

This is just the strategy I have used to help reinforce this skill. Like I’ve said before, understanding place value takes time and takes a lot of exploration. Let me know if you’ve found different ways to teach this skill of interpreting the values of each place value! I’ve included a link to a Tic Tac Toe activity to help further reinforce this skill happy teaching 🙂

• for fun
• # A Twist on Multiple Fact Fluency I usually stick to chants when it comes to helping students memorize their multiples but I’ve found students love practicing this way too. I mean we’re always looking to keep things exciting right? I saw something on PINTEREST that dealt with hands on a wall and was inspired! This is how I’ve used this: A […]

• best teaching practices
• # Multiplying Fractions: Keeping the Skill in Context I have found my students struggling to grasp the act of multiplying and dividing fractions conceptually. One suggestion would be to always keep it in context – I like to introduce and practice the skill by using word problems. 5th Grade TEKS related to Multiplication of Fractions [Supporting Standard] 5.3I represent and solve multiplication of […]

• fractions
• # Comparing Fractions Chant

Need a chant to help with comparing fractions? Here is a chant that encompasses not just the skill but the conceptual understanding! This is a part of our fraction series. Check out these other posts! – http://mustardseedteaching.com/fractions-introduction/ – http://mustardseedteaching.com/pizza-fractions-unit-fractions/ – http://mustardseedteaching.com/comparing-fractions-with-common-denominators-common-numerators/ – http://mustardseedteaching.com/making-half/ – http://mustardseedteaching.com/less-than-equal-to-or-more-than-%C2%BD/

• best teaching practices
• # Less than, Equal to, or More than ½

Now that students have had plenty of practice with comparing fractions to a half, this part is just building upon that same foundation! Hands On with Fraction Bars Building upon what students know, they are now ready to compare a fraction to a half! In order to help students understand this in a little more depth, […]

• best teaching practices
• # Making Half Finding Half Using Fraction Bars Before diving into equivalent fractions, I have found that letting students explore by building ½ with fraction bars helps build a foundation for equivalent fractions. FREEBIE ACTIVITY CLICK HERE After this simple hands on activity, students will understand – The denominator needs to be an EVEN number in order to take half – There […]

• building conceptual understanding
• # Comparing Fractions with Common Denominators & Common Numerators If students understand what a fraction is and have a good understanding of comparing unit fractions, comparing fractions with a common denominator and numerator will be a confidence booster! Check out these previous posts: Fractions Introduction Unit Fractions Like I’ve said in my previous post, first, I get students to practice by using fraction bars […]