Pacing the Place Value Unit

Pacing always creates tension in schools since pacing guides assume most students learn at the same rate and come to us with similar foundations. Pacing guides also forget that students are absent, face unexpected challenges, and that school days often include special events.

So as I consider all of this, I am thinking about where we'll head next with the place value unit.

So far we've done the following, although some classes need a bit of catch-up with one or two lessons:

• Learned about the history of digits, and what an amazing discovery the base-ten place value system is.
• Discussed the concept and meaning of the idea of systems.
• Learned to copy the place value booklet into Google docs for a ready at-home reference.
• Applied the concept of system to place value with a detailed look at its parts.
• Made precise models of the place value system with a primary focus on the parts, exponents, and a light focus on the "behavior" of the system.
• Discussed the magnitude of powers of 10 by watching the Eames wonderful math model film. 
• Introduced the world population clock, and used a timely statistic of the world population to model base-ten numeral form, expanded form, and expanded or scientific notation. 

So we've created a good context for learning more. Next we'll focus on the Math/Science Practices using the chart below and continue our study with the following activities:

• Practice writing meaningful numbers related to units in other disciplines in base-ten numeral form, expanded form, and expanded notation.
• Identifying the value of numbers in particular places on the base-ten place value system.
• Looking at the "behavior" of the base-ten system with respect to the fact that as we move to the left numbers increase by X10 with each place value move, and as we move to the right, numbers decrease by /10 or X 1/10 with each place value move.
• We'll use both money and the metric system as examples of place value system "behavior" and parts. 
• We'll review and practice rounding numbers.
• Students will study and use whole number exponents.
• Students will practice study skills as they prepare for the unit assessment. 

Each time we begin a new focus, we'll use good process by identifying the overarching question, investigating, and explaining/applying what we learn. I look forward to deepening this list as we tackle each layer of the unit. Onward.