Information for Teachers After children learn addition and subtraction of integers on a two-column board (which should be achieved before the end of first grade), they may extend these skills to handle integers up to 1,000, using a three-column board, and up to 10,000, with a four-column board. This extension does not require any more skills than are needed to handle a two-column board, but learning some shortcuts, improving speed, and decreasing the rate of errors is still very important.
The pictures above show the boards used in this lesson. The leftmost board is a two-column board, the center board is
a three-column board, and the rightmost board is a four-column board.
Knowing the names of the numbers means that children can correctly read a number represented in base ten (one digit per column) on the board, and that they can read the numbers represented with red counters as negative.
Upon seeing the above board, children should be able to recognize that the board represents the number 42. They
should know the name of the number from the board representation.
Upon seeing the above board, children should be able to recognize that the board represents the number -3. Children
are expected to understand that a red counter indicates a negative number. They should also know the name of the number
from the board representation.
In the leftmost image, a mixed representation of the number 117 is shown because the tens column holds a number bigger
than 9. The correct base ten representation is shown in the rightmost image. Additionally, children should be able to
read the number represented on the board.
In the leftmost image, a mixed representation of the number 334 is shown because both red and white counters are used.
The correct base ten representation is shown in the rightmost image. Additionally, children should be able to
read the number represented on the board.
When verbally presented a number, children should be able to represent the number on the board. In this example,
the number 3891 is verbally presented and represented on the board.
The images above show the number 26 typed, written by a teacher, and written by a child. Students should be able to read
both typed and handwritten numbers. As shown in the rightmost image, students should also be able to write numbers.
Number Board index |