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Chapter 5 Symbol Identification and Place Value

by: Morrissette32

Chapter 5 Symbol Identification and Place Value Sped 482

Marketplace > Clarion University of Pennsylvania > Special Education > Sped 482 > Chapter 5 Symbol Identification and Place Value
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one weeks worth of notes on symbol identification and place value. (week 5 Sped 482)
Direct instruction in Mathematics
Mrs. Mohney
Class Notes
Math, direct instruction, sped 482
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This 3 page Class Notes was uploaded by Morrissette32 on Wednesday February 24, 2016. The Class Notes belongs to Sped 482 at Clarion University of Pennsylvania taught by Mrs. Mohney in Spring 2016. Since its upload, it has received 13 views. For similar materials see Direct instruction in Mathematics in Special Education at Clarion University of Pennsylvania.

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Date Created: 02/24/16
Chapter 5 Notes Three major areas that symbol identification and place value are divided into are: 1. Reading and writing numerals 2. Column alignment 3. Expanded notation Numeral/ object correspondence requires students to write the numeral that corresponds to the number of objects in a group: or conversely, draw a group of lines to show the number represented by a numeral. Numeral identification is reading and writing the numerals 0 through 10 In reading multi-digit numbers, students translate each digit into a value according to its position and then identify the entire number. Writing numerals requires the reverse- breaking a number into parts rather than putting parts together. Tasks begin when students can rote count to 8. Introducing numeral identification is delayed until after students can rote count to 8 in order to avoid confusion between counting and numeral identification. Students who enter school knowing how to count can begin learning to identify numerals immediately. Developing a Sequence to introduce numerals: 1. Separate similar looking and similar sounding numerals 2. Introduce new numerals cumulatively 3. A new numeral is not introduced until students have demonstrated mastery of the previously introduced symbols. Teachers can generally introduce one new numeral each 3 to 5 lessons Should introduce new numerals in an alternating pattern. (new numeral, previously introduced numeral, new numeral , 2 previously introduced numerals, new numeral, 3 previously introduced numerals….etc) Numeral identification practice is most efficiently done if presented in sessions of 3 to 5 minutes, several different times during a lesson or throughout the day. A numeral can be introduced in writing exercises several lessons after it appears in a numeral identification format. 3 Stages in teaching students to write a numeral: 1. tracing numerals written on worksheets 2. copying numerals 3. writing numerals from dictation Teachers have students say equations at a slow rate ( a word every 2-3 seconds) before writing it because it helps them remember the latter part of the statement as they are writing the earlier part. Numeral and line matching tasks are component skills for equality-based strategies. Students are taught to solve addition and subtraction. Numeral and line matching can be introduced as soon as the students earn to identify a new numeral. Teachers should incorporate it into numeration tasks. Regular teen numbers: 14, 16, 17,18, 19 Irregular teen numbers: 11, 12, 13, and 15 Hundreds numbers with a zero in the tens column is difficult to read and write because no tens number is heard. After students indicate they do not hear a number in the tens number, the teacher should ask, “so what do we write in the tens column” “zero” “write a zero in the tens column” then proceeds to the next step. When reading thousands numbers, students will be taught to cue on the comma. Students are taught that the numeral in front of the comma tells how many thousands. Remember that students tend to write the numbers they hear so numbers like 4085 are harder for them then 4285 Teachers will instruct students to identify millions by examining the number of commas in the number (2 commas). Column alignment tasks are pre-skills for advanced computation and story problems in which the number has to be computed. Number- the number that identifies the quantity of elements or members of a set,; a cardinal number Numeral- a symbol used to represent a number Place value- the system by which the value of a digit is determined by the position it occupies relative to the decimal point. Expanded notation – a numeral written as a sum in which each digits value is expressed as an addend Column alignment- writing numerals one above the other so that the ones, tens, and hundreds positions are in columns.


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