Across
- 2. Place-Value ________ activities can be designed so that students physically associate a tens and ones grouping with the correct recording of the individual digits
- 4. ___________ understanding requires a integration of new and sometimes difficult to construct concepts of grouping by tens with procedural knowledge of how to groups are recorded in ______ scheme.
- 6. _____ digit numbers names is the same as 2 digit numbers, show mixed arrangement of based tens.
- 8. single piece are accumulated are taken in exchange or (______)for tens and likewise
- 9. Place-value ____ divide ones, tens, and hundreds pieces help children to understand place value
- 10. _______ models most clearly reflect the relationship of ones, tens, and hundreds must be coordinated with the ____ scheme.
- 12. ________ numbers are often confused in 1st and 2nd grade 42 may be written as 402. Base-tens helps students understanding
- 13. an import variation of the grouping activities is aimed at the ________ representations of numbers
Down
- 1. the _________ chart is an important tool in the development of place value concepts
- 3. making groupings of tens and leftovers is a way of counting that same quantity
- 5. ______ numbers are numbers that are typically multiples of 10's, 5's, or 100's and can be used to work with informal methods of computation
- 7. should encourage students to see place value in the _______. write stories about these numbers or create fun graphs
- 11. ________________ models can be used by students who understand that 10 units make a ten or by students who need to return to place value concepts