Sequencing the 5 steps

After using concrete materials, I would sequence 5 steps according to:


Step 1: Numeral

This is because I would first start with a concept that the children are familiar with. Which in this case, would be counting the sticks to find the total number of sticks. Also, 34 is a number that the children of this age group should be able to rote count and recognise.


Step 2: Number in tens and ones

The second step that I have chosen is number in tens and ones as I would like to relate counting with ones with counting with tens. For example, using the sticks that is bundled up in tens, I would like to make use of it to show the children that they can count in tens by just looking at it instead of recounting the sticks one by one before deriving the answer that there are 10 sticks bundled together.

Step 3:  Place Value Chart

I have selected place value chart as the third step as to me place value chart is like a metacognition step that the children undertakes to understand the concept of tens and ones better and also to understand the place value of a numeral. Thus, it is like a chart that allows children to better able to see the numbers in tens and ones in a different format.

Step 4: Expanded notation

The fourth step that I have selected is expanded notation. This is because  The children would have understood the place value of 34 well after step three. Thus, they would be able to understand more easily if I introduce that 3 tens is acutally equivalent to 30. If they are unable to do so, I would ask them to count only the sticks that are in tens and find out how many sticks are there altogether. From there I would try to relate to them that 3 tens and 4 ones is made of 30+4 which gives you 34.

Step 5: Number in words               

                                                         thirty-four

I have chosen this to be the last step as children are just learning to recognise and spell the number in words. Thus, I feel that the rest of the steps allow children to make connections more easily as it links with the notion of counting and understanding the concept of tens and ones unlike this step.