Module 9 : Activity 2_Reflect
A teacher put a problem before students of class IV.
Add 400+7
A
student has done it in the following way
400+7 = 4007
Another
student has done in following manner
400+7 = 1100
What prerequisite knowledge might students not have?
What kind of questions can be asked to students to address their misconception?
Take a moment to reflect and post your comment in the comment box.
The students know how to add the numbers but not in the correct manner. Their concept about addition and subtraction should be made clear.
ReplyDeleteTo a problem like this it can be easily solved with marbles.
I will take five marbles and ask one of my students to give me ten marbles. Then i will simply start adding them.
It will be 15 marbles.
Then i will make them understand the difference between 15 and 515.
The students have the idea about addition but not the correct procedure.So,they eventually failed to get the correct answer.The role of the teacher in this is to teach them about the correct place values of numbers.
DeleteBoth the students might have knowledge about addition but they don't have clear concepts of addition procedure. Both of them fails to follow the place value chart. So, they're getting different wrong answers. The role of the teacher is to give them clear concepts of place value chart rule then only the students will easily solve addition or subtraction within a second.
ReplyDeleteIt seems the students doesn't have proper knowledge about the addition procedure.
ReplyDeleteTo address their misconceptions I would ask them simple question for example if Ramesh has 4 mangoes and Ravi gives him 3 more what would be the total number ? Will first make them learn easy sums than will go for bigger sums later.
In this context one student has clear concept of addition and place value of digits where as another student doesn't. Therefore,prerequisite knowledge needed should be place value chart starting from1digit to3digits, then only students can understand the method of addition.
ReplyDeleteBoth the students have knowledge about addition, but they didn't understand the place value. Both the students had done mistake in value.
ReplyDeleteIn additional context student has known about the concept of place value and to understand value counting.
ReplyDeleteLearner should know the numbers value and identify biggest number and smallest in number.
Both of the students know the concept of addition but the problem here is that they do not know place value of thousands , hundreds, tens and ones.
DeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
ReplyDeleteThe students must have the prerequisite knowledge of the place value system and its use in the addition procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDeleteBoth the students they don't have the knowledge of addition the first one have no knowledge about place value where to put the number in addition and another one has don't have the knowledge from where to start the addition.so we as a teacher always try to make understand to students that the subtraction, addition, multiplication always start from right side not by left....
ReplyDeleteBoth the students do not have the clear concept of place value. So, they must be asked to learn the place value first and add accordingly.
ReplyDeleteBoth the students need to understand about the place value concept. They are good additions but their places of addition is wrong.
ReplyDeleteBoth the students know how to add, but I think they did not know the clear concept of adding, so being a teacher we should teach first ,clear concept of place value chat and addition accordingly
ReplyDeleteQuestions about place value and face value can be asked. And the values of numbers before addition and after addition will be asked to students to know the difference.
ReplyDeleteHere first student has clear concept of additions and it's place value where as second student has confusion of place value. In this context teaching of at least three digits in addition, number operations should be carried out.
ReplyDeleteFirst of all the students need to be taught and cleared about the concept of place value. They need to be given problems representing place values. They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
ReplyDeletePlace value should definitely be taught to students before multi-digit addition or subtraction, because an understanding of place value is necessary to understanding regrouping.
ReplyDeleteBy letting students to know about face value & place value.
ReplyDeleteBoth the students have done the addition but their value is wrong. They need to be taught how to add in a correct process.
ReplyDeleteIn this context one student has clear concept of addition and place value of digits where as another student doesn't. Therefore,prerequisite knowledge needed should be place value chart starting from1digit to3digits, then only students can understand the method of addition.
ReplyDeleteThe children didnot have knowledge of place value and didnot know the concept of placing system.
ReplyDeleteWe should give an example :
10 + 1= ?
You have ten marbles and 1 more marble is added then how many marbles do you have?
First we should take the single digit number and teach them about the place value and how to arrange them according to placing system. After that we should go to 2 digit, 3 digit etc.
The students know how to add the numbers but not in the correct manner. Their concept about addition and subtraction should be made clear.
ReplyDeleteTo a problem like this it can be easily solved with marbles.
I will take five marbles and ask one of my students to give me ten marbles. Then i will simply start adding them.
It will be 15 marbles.
Then i will make them understand the difference between 15 and 515.
The first and second student know how to add but do not in correct manner. Their concept about addition and substation should be made clear by Maths teacher.
ReplyDeleteBeing a teacher we should first teach the students about the method of place- value of first digit, 2 digits, 3 digits etc.and how to arrange the numbers in place value system. Then only students can understand the method of addition .
The first and second student know how to add but do not in correct manner. Their concept about addition and substation should be made clear by Maths teacher.The first and second student know how to add but do not in correct manner. Their concept about addition and substation should be made clear by Maths teacher.
ReplyDeleteIn it is clear that the students are not taught or are not clear about the place value system. Instead of directly teaching them to operate on numbers greater than 10, it will be wise to inform them about the place value system, and some proper examples to make them thorough with the basics. Then we can move on to addition of numbers as shown here and the students will definitely show a better result. It is always the proper path to teach that makes a student love learning which can create a different attitude in the students and help them love the subject.
ReplyDelete11 PM
ReplyDeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
The students must have the prerequisite knowledge of the place value system and its use in the addition procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDelete.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year.
ReplyDeleteBoth the students lack ordering and sequencing knowledge of addition. They also lack the knowledge of place value. To clear this concept the teacher should first teach addition of 1 digit to 1 digit number, 2 digit to 2 digit number, 3 digit to 3 digit number. After that 2 digit to 1 digit number, 3 digit to 1 digit number and 3 digit to 2 digit number using place value and proper ordering. Then their all the misconception shall be cleared.
ReplyDeleteBoth the students done wrong that means they don't have knowledge about addition and not clear the concept of place value and face value system. Being a teacher we should cleare the concept of addition properly.
ReplyDeleteThe students have knowledge about addition but they didn’t have clear concepts of place values.so we need to be given problems representing place value.
ReplyDeleteBoth the students understand addition but they needs to understand the place value.so we need to be given problem representing place value
ReplyDeleteThe students may reply present age ten years and after five years it will be fifteen years. Then Teacher may clear about the place value of age.
ReplyDeleteHe/ She has no knowledge about place value chart and place value the correct answer, should be 407, first of all i will explain about the place value of chart and the place values of the digits, occur in the given number after that the students' misconcept about the addition will rectify.
ReplyDeleteThe two students are making mistake as they dont have proper steps of addition. They lack the knowledge of place value. To clear this concept the teacher should first teach addition of 1 digit to 1 digit number, 2 digit to 2 digit number, 3 digit to 3 digit number. After that 2 digit to 1 digit number, 3 digit to 1 digit number and 3 digit to 2 digit number using place value and proper ordering.
ReplyDeleteMathematics misconception on addition is a very common with children at primary level. The misconceptions on addition operation of integers with a one time save technique in the second grade student can be procedural and interpretation misconceptions of a basic concepts and generalisation. Student such types of misconceptions on addition is due to the student's inadequate concept about the place value of numbers. The inadequate prerequisite knowledge and concepts lead the student to have misconceptions in the next concept.
ReplyDeleteIn this particular activity, the students of class iv have no prerequisite adequate knowledge about place value of each digit in the given three digit numbers that's why both the students have done such type of mistakes.
Many of the students struggle with place value because it contradicts their previously build schema about how the number system works. They see each number as a number in its own right and not as a partition -able quality, where the value of each digit is determined by its place. So, the number 10 might be seen not really as 1 and a 0 but as a distinct sign -as if the two digits were joined together.
Or may be their schema is fixed on 1 meaning 1, so the idea that 1 can refer to 1 group of something doesn't really take root. They might just cope with the idea of 1 group of apples, 2 groups of apples but baulk when the groups are groups of a given numbers.
So, the concept of 1 group of 10 can not quite get traction. How can we have a group of numbers? What does it even mean?
We all readily ask children to understand the idea of groups and particular groups of a number. If we think about it the word order doesn't help. It would be more straightforward if we thought first about what's in our group -oh yes tens and then thought how many of these groups we had?
Students not having understood place value may face difficulties in understanding many concepts like arithmetic operations.
Various activities /questions related to grouping, splitting and establishing the equivalence between different groups of the same number, would help a lot in developing a good and proper understanding of place value;
Activity 1 :- Ask students to
Q1 . split 160 boys into one group of 100 boys and rest 10 boys each.
Q2 . split 160 boys into groups of 10.
Activity 2:-Ask students to
Q1 . split 1670 into groups of only hundreds and tens, groups of only thousands and hundreds.
Different students can come up with different types of groupings -two different ways of splitting 1670 into hundreds and tens are 16 hundreds and 7 tens, 15 hundreds and 170 tens
These activities can be done using place value blocks on any other articles.
In this case students did not know about place value of number system and might not have the knowledge of addition of more than one digit numbers. Accordingly I will ask one student to collect pencils from his classmates and count the total numbers of it so that they can gain concept of addition process likewise i will show many examples and ask to do activity in the classroom.
ReplyDeleteBoth the students might have knowledge about addition but they don't have clear concepts of addition procedure. Both of them fails to follow the place value chart. So, they're getting different wrong answers. The role of the teacher is to give them clear concepts of place value chart rule then only the students will easily solve addition or subtraction within a second.i will show many examples and ask to do activity in the classroom.
ReplyDeleteThe two students are making mistake as they dont have proper steps of addition. They lack the knowledge of place value. To clear this concept the teacher should first teach addition of 1 digit to 1 digit number, 2 digit to 2 digit number, 3 digit to 3 digit number. After that 2 digit to 1 digit number, 3 digit to 1 digit number and 3 digit to 2 digit number using place value and proper ordering.
ReplyDeleteFirst of all, students have no clear concept knowledge of addition and place value of the Numbers.lackof standard algorithms to perform operation of addition, students doing mistake,teacher asked them to solve the problem but due to lack ofnot clear concept,they doing mistake.Asa teacher we should try to clear their concepts about addition as well as place value of numbers with the help of teaching aids available around us like collection of marbles, small pieces of stones, pieces of chalks ete.
ReplyDeleteBoth the students need to understand about the place value concept. They are good additions but their places of addition is wrong.
ReplyDeleteBoth the students understand the add word. But they don't know the place value of the numbers. So, firstly they must know what is actual addition and after that the place value. Which help them to do this sum. We can take help of pebbles to teach them, for their better understanding.
ReplyDeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value. As teacher we should try to clear their concepts about addition as well as place value of numbers with the help of teaching aids available around us for e.g- stones, sticks e.t.c
ReplyDeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
ReplyDeleteThe students have the little knowledge about addition but they don't have the clear concepts of addition processes. The role of the teacher is to teach them about the place value chart and its uses. Then only the students will solve the problems of addition and subtraction very easily.
ReplyDeleteBoth the students know how to add, but I think they did not know the clear concept of adding, so being a teacher we should teach first ,clear concept of place value chat and addition accordingly
ReplyDeleteThe students have the idea about addition but not the correct procedure.The prerequisite kwoledge the student is lacking is knowledge of place value system.The role of teacher is to give them clear concepts of place value system.Question like if Ram has 110 marbles and Shyam gives him 5 more marbles then what would be the total number of marbles?
ReplyDeleteFrom the above mathematical calculations it is clearly understood that the students don't have the knowledge of place value of different digits in a numbers, so they are getting wrong answers.
ReplyDeleteIn order to clear their misconceptions following questions can be asked-
1. Your sister has 400 rupees with her and your mother gave her 7 rupees. How much money your sister has in total?
2. By showing the place value chart, tell them to identify the position of different digits in the number. Then ask them to add the numbers according to their positions in the place value chart.
The students have some idea about addition but do not know the correct procedure.The prerequisite knowledge the students are lacking is place value system and the rule that addition always start from right side.Question about place value can be asked
ReplyDeleteBoth of the students seem to have the basic understanding of the addition and subtraction. Their only problem is that they don't have the knowledge of place value in numbers. As a teacher, we should first try to clear the concept of place value in which they made a mistake. We can first start with addition of single digit number and then continue by increasing the digits with ones, tens, hundreds and so on and so forth.
ReplyDeleteBoth the students knew how to add the numbers but they don't have the clear concept of place values. So first we must teach them the place value and face value. We can teach them by giving some examples like ask them u have 20 marbles and Reena gave u 5 marbles , now tell me how many marbles do u have now.
ReplyDeleteThen we must teach them to add 1 numbers addition , 2 numbers addition and so on.
The teaching-learning processes in primary level is focus mainly on engaging the children in manipulation of the concrete objectsThe pedagogy at this stage includes sequence of various activities while dealing wirh different concepts,competences and skill.Here teaching of mathematics can be made effective by using the four basic teaching methods of Expeeiences,Language,Pictorial representation and Symbols.
ReplyDeleteThe problem given here where both the student failed to solve or write correct answer lies in there lack of proper knowledge of basic aritmathic of addition where they couldn't understand to relate symbols with signs of fundamental operations to make them msthematical expression or equations.
We can make then learn about the concept of addition by letting them reads and write numbers upto 999 using place value and also let them compares numbers upto 999 for their value based on their place value..We smust also teach them to solve simple daily life problems using addition and substraction of three digits numbers with and without regrouping sums not exceeding 999.
First of all the students need to be taught and cleared about the concept of place value. They need to be given problems representing place value. They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
ReplyDeleteStudent have the knowledge of addition but don't have the knowledge of place value.Henceforth, many children have committed therefore,we have to make clear concept about the place value.
ReplyDeleteThe students have partial knowledge in addition and don't have the prerequisite knowledge about place value and face value due to which both of them gave wrong answers. Because, digits added must be placed in the correct place value column to get correct answer in addition.
ReplyDeleteTo address the problem of the students, they should be imparted clear concept about place value of 1 digit, 2 digits and 3 digits in addition and so on. Not only this, they can be asked to solve-
1+1=?
10+1=?
100+1=?
Or they may be asked to add 5 pebbles on my 20 pebbles and asked them the total of these pebbles.
In this way, the misconception of the students can be addressed.
It is important to clear the concept of addition as both the students make a mistake in placing value.
ReplyDeleteStudents need to taught about the concept of place value which help them to solve the problems easily.
ReplyDeleteBoth the students have knowledge about addition, but they didn't understand the place value Both the students had done mistake in value.
ReplyDeleteBoth the students might have knowledge about addition but they don't have clear concepts of addition procedure.
ReplyDeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.
ReplyDeleteBoth students might have knowledge of addition but they don't have clear concept of addition with place value and face value.As a teacher we have to give them clear concept of place value chart rule then only the students understand the method of addition.
ReplyDeleteBoth students might have knowledge of addition but they don't have clear concept of addition with place value and face value.As a teacher we have to give them clear concept of place value chart rule,then only the students can understand the method of addition.
ReplyDeleteBoth the students have knowledge of addition but they confuse about the place value and face value. Both are needed the clear concept of place value of the numerical.
ReplyDeleteBoth the Student know how to add but they didn't have the clear concept of addition.so being a teacher we should teach them first the clear concept of place value and it's uses.place value chart may help students in proper addition.
ReplyDeleteEvery students able to addition but they confused to place value of digit.Both are needed to clear concept of place and face value for any numbers. So teachers try to different method of teaching for concept of place value of any numbers.
ReplyDeleteIt is clear that the students are not taught or are not clear about the place value system. Instead of directly teaching them to operate on numbers greater than 10, it will be wise to inform them about the place value system, and some proper examples to make them thorough with the basics. Then we can move on to addition of numbers as shown here and the students will definitely show a better result. It is always the proper path to teach that makes a student love learning which can create a different attitude in the students and help them love the subject.
ReplyDeleteBoth the students don't have clear concept of addition with place value and face value.As a teacher we have to give them clear concept of place value chart rule,then only the students can understand the method of addition.
ReplyDeleteEspecially,in primary class the children did not know the addition procedure. The students didn't know proper put of place value.As a teacher we should explain the methods of addition.We will give some tasks so,the students will able to better understand. We say one student bring two stones and another student bring four stones.Now i ask the students how many stones are there. The students will give a correct answer. In a such methods the addition will learn by them.
ReplyDeleteThe students are aware of addition but they don't know how to arrange the numbers in vertical way and add them in proper manner.
ReplyDeleteTo make them clear about addition first we have to teach the concept of place value upto hundred place and how to arrange therm in vertical way.
Child is a careful listener and has knowledge of addition but has not established sense of place value . This can be corrected by creating a simple place value charts that are reusable by including a place for hundreds,tens and ones . This layout mimics the way the number is written from left to right .In ones section ensure that there are two ten-frames to promote the concept of a group of ten and eliminate the need for one-by-one counting .
ReplyDelete
ReplyDeleteFirst of all the students need to be taught and cleared about the concept of place value. They need to be given problems representing place value. They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
The students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
ReplyDeleteThe students seem to have the knowledge of addition. What they lack is the knowledge of place values of numbers.
ReplyDeletewell going by the answers of both the children it is very much evident that the concept of addition is not clear to both of them.so I think they first need to be taught the place value method, only then they will be able to solve the addition in an appropriate manner.
ReplyDeleteBoth the students knows the concept of addition (+) is just to add the numbers but doesn't know the place value, the concept of place value of the numbers.
ReplyDeleteIn this, i would ask students firstly the concept of place value of numbers. What they understood the concept of addition of numbers.
And then, i would show students by doing demonstrates of objects in addition.
This must be perhaps due to first lack of experience of small problems at a young age, second must be the insufficient practice with oral and written statements,third must be the failure to understand the concepts of maths and fourth the inability to apply their knowledge of arithmetic in real situations.
ReplyDeleteWe can help our children avoid these difficulties first by making sure they get used to the language of arithmetic they must learn to understand "addition" particularly for the above statement. As a teacher I would use the grading method,first with the units only and finally when learning with the hundreds and tens in a column format.
Here prerequisite knowledge which students may not have is the place value of the digits. As in the case students are confused where to put this single digit number 7. This problem arise because students dont have the knowledge of place value. To solve this problem we can ask some questions related to place value of digits in order to find out their weakness and we can encourage them to address their misconception so that the same will be rectify and correct.
ReplyDeleteThe problem given here where both the student failed to solve or write correct answer lies in there lack of proper knowledge of basic aritmathic of addition where they couldn't understand to relate symbols with signs of fundamental operations to make them msthematical expression or equations.
ReplyDeleteFirst of all the students need to be taught and cleared about the concept of place value. They need to be given problems representing place values. They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
ReplyDeleteThe students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
ReplyDeleteIn additional context student has known about the concept of place value and to understand value counting.
ReplyDeleteLearner should know the numbers value and identify biggest number and smallest in number.
Both the students might have know about addition but they don't have clear about concept of each digit has a value depending on its place. To address their misconception I would like to ask them question Reena has 15 apples. Her mother gave 5 more apples. How many apples Reena has now?
ReplyDeleteMathematics misconception on addition is a very common with children at primary level. The misconceptions on addition operation of integers with a one time save technique in the second grade student can be procedural and interpretation misconceptions of a basic concepts and generalisation. Student such types of misconceptions on addition is due to the student's inadequate concept about the place value of numbers. The inadequate prerequisite knowledge and concepts lead the student to have misconceptions in the next concept.
ReplyDeleteIn this particular activity, the students of class iv have no prerequisite adequate knowledge about place value of each digit in the given three digit numbers that's why both the students have done such type of mistakes.
Many of the students struggle with place value because it contradicts their previously build schema about how the number system works. They see each number as a number in its own right and not as a partition -able quality, where the value of each digit is determined by its place. So, the number 10 might be seen not really as 1 and a 0 but as a distinct sign -as if the two digits were joined together.
Or may be their schema is fixed on 1 meaning 1, so the idea that 1 can refer to 1 group of something doesn't really take root. They might just cope with the idea of 1 group of apples, 2 groups of apples but baulk when the groups are groups of a given numbers.
So, the concept of 1 group of 10 can not quite get traction. How can we have a group of numbers? What does it even mean?
We all readily ask children to understand the idea of groups and particular groups of a number. If we think about it the word order doesn't help. It would be more straightforward if we thought first about what's in our group -oh yes tens and then thought how many of these groups we had?
Students not having understood place value may face difficulties in understanding many concepts like arithmetic operations.
Various activities /questions related to grouping, splitting and establishing the equivalence between different groups of the same number, would help a lot in developing a good and proper understanding of place value;
Activity 1 :- Ask students to
Q1 . split 160 boys into one group of 100 boys and rest 10 boys each.
Q2 . split 160 boys into groups of 10.
Activity 2:-Ask students to
Q1 . split 1670 into groups of only hundreds and tens, groups of only thousands and hundreds.
Different students can come up with different types of groupings -two different ways of splitting 1670 into hundreds and tens are 16 hundreds and 7 tens, 15 hundreds and 170 tens
These activities can be done using place value blocks on any other articles.
Both the students have knowledge of addition but they confusion to about the place value and face value. Both are the needed to clear concept of place value of the numerical.
ReplyDeleteHere we can clearly see that both the students as seen problem solving it feels as if both the students facing somewhat of confusion.Yes it's true that many students whether he or she may in primary or etc. many students feels confusion. So to correct them it's a duty of teacher to teach properly the concept of place value chart. Wherein they might not get any further problems.To clear their misconception in addition or subtraction we have asked age of now eg. If he or she is 6-7 year and after 10 year how.They may give proper answer by which there is a possibilities of understanding and misconception the students made.
ReplyDeleteThe student don't have the knowledge to add of subtract numbers in a correct manner. To make the student understand this we should propose to add or subtract numbers of smaller digit. Example asking the student to add 10+7 or 20+3.
ReplyDeleteBoth the students understand the concept of addition but lack the knowledge of the place value. Hence, the confusion resulted in wrong answer.
ReplyDeleteThe best way is to start teaching the place value starting from one digit number(ones place), then 2 and then 3 and so on. And after the child fully grasps the concept of the place value only then should the addition be taught.
Here, we clearly see that the two students does not have knowledge about the place value. To clear their misconception of addition. We, first learn them the Indian and International place value chart. Than, we show them how to put the number in place value chart, for eg. take a number 325, and put the number in place value chart to show them. We can learn them how addition is done according to the place value.
ReplyDeleteBoth the students might have knowledge about addition but they don't have clear concept of addition and place value of digit.As a teacher we should teach the students about the method of place value and system and how to arrange the numbers in place value system. Then only the students can understand the method of addition.
ReplyDeleteStudents might not have knowledge about place value . For addressing their misconception we should give example in attempting 17+10 a child should be able to answer 27, without having to depend on counting. Once kids understand basic counting and place value students can easily do addition on later in faster process.
ReplyDeleteThe students may be perfectly compatible with one digit additional facts but they might face difficulty in problems involving more than one digit addition because they might not have a conceptual understanding of place value.
ReplyDeleteWe can ask some questions like
1. Sita has 10 pencils, Rita has 2 pencils. How many pencils do they have altogether?
2. Rahul plucked 15 apples. Arun plucked 7 apples. How many apples are there altogether?
We can ask such questions by showing them some pictures and objects and ask them to count them by combining the quantity of both the objects. These type of questions can help students to clear their misconception.
Helping your students learn the concepts of addition will place his or her academic future on firm footing.Kids can master their addition sums ,however,they need to understand the nature of adding.
ReplyDeleteIn it is clear that the students are not taught or are not clear about the place value system. Instead of directly teaching them to operate on numbers greater than 10, it will be wise to inform them about the place value system, and some proper examples to make them thorough with the basics. Then we can move on to addition of numbers as shown here and the students will definitely show a better result. It is always the proper path to teach that makes a student love learning which can create a different attitude in the students and help them love the subject.
ReplyDeleteIn this context, for first student he knows how to add but doesn’t know how to put the digit in correct from therefore he or she should be thought to put value system correctly with giving more example. And another student has a problem in addition. So he or she should be taught addition and subtraction with very clear concept by making him practice more and giving more practice examples.
ReplyDeleteBoth the students need to understand about the place value and didn't know the concept of placing them.
ReplyDeleteThe students do not have idea about place value of digits in a number.Perhaps they do not know that addition starts from adding digits at unit place, then tens place etc.
ReplyDeleteWe may ask them to add 10 +5
If they say the answer as 60, then we may pose a question that how come it possible that 15+5=60 ?
Then by induction, we may develop the concept addition.
In the given context the students lack of knowledge of basic mathematical problem like addition, subtraction etc.,the students lack the knowledge of place value of digit during addition. The student in the context were one know a way to add but not in a proper way, whereas the other doesn't, which gives us an idea about the lack of knowledge/problem solving equation in basic or not more than one digit.
ReplyDeleteTo approach such kind of questions about their misconception can be solved in many practical ways. For Example:-Let's take 60 candies/sweets and give it to a student and asked the student to add a certain number of candies, by dividing them in half and adding them separately or
Distribute 20,10,5 candies to three students, and give them each 5,5,15 respectively. They each should have 25,15,20 respectively.
The students might have knowledge about the addition but they doesn't have the procedure of addition with place value and face value.The concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year and saying that according to your addition did in the past it will be 105 years which is wrong.In this way the concept of place value may be develop among the students.
ReplyDeleteBoth the students are lacking knowledge about order and sequence of addition. They also lack the knowledge of place value and face value of the number system. Firstly, they should first teach addition of 1 digit to 1digit number, 2 digit to 2 digit number, 3 digit to 3 digit number.After that the students can be taught place value and proper ordering of the number sequence. Then their misconception can be cleared.
ReplyDeleteThey don't have clear concept of addition for a bigger number. Inadequate concept of place value of number lead them to do such mistake.so, teaching them clear concept of place value may solve the.misconception.
ReplyDeleteBoth the students don't have the clear concept of addition. As a teacher we should teach place value and made clear about place value, where to put digits /numbers.
ReplyDeleteFrom the above example, its clear that the student lack some of the prerequisite skills which are crucial for mental calculations. The students lacks the ability to solve mental sums. Thus, the student must be taught the place-value, method of addition and fundamental rules of mathematics. Moreover, this would develop the mathematical reasoning aptitude in students and the fear of mathematics would be far away from if they're clear with basic principles governing calculations.
ReplyDeleteIn my perspective,in the first case there was a misconception in the student's mind regarding the addition and place value of numbers, as he couldn't get the addition of one digit to three digits number.
ReplyDeleteIn the second case there was a different situation though the student added the number he could not have known the place value so he landed up adding one digit number to the first digit of the three digits number.
Thus, we can conclude from the above examples that these terms and concept must be clear in the students' head by taking responsibilities of teaching these topics frequently and making sure that these topics are clear.
Both the students are lacking knowledge about order and sequence of addition. It is clear that the students are not taught or are not clear about the place value system. Once the student understand the basic of counting and place value he/she can easily do it.
ReplyDeleteIt is very much clear that both the students have lack of knowledge about place value system and also inability to do addition of more than two-digit numbers. The misconception of both the students can be cleared by teaching them the indian and international place value system and also the carry forward of numbers while adding large numbers.
ReplyDeleteBoth the students do not have clear concept of place value chart, before teaching of addition first they should have clear Concept of Indian and international place value chart.
ReplyDeleteBeing a teacher, we should teach the students about place value of digits.The digits of the numbers being added must be place in the correct place value column in order to do addition correctly.
ReplyDeleteTHANK YOU
Both the students might have knowledge of the addition but they doesn't know the procedure of addition with place value and face value. So we as a teacher we should try to make understand to students that the addition, subtraction and multiplication should always start from right side not from left. We should make clear concepts to the students.
ReplyDeleteR.Tsering.
Sum students not having understood place value may face difficulties in understanding many concepts like arithmetic operations.
ReplyDeleteVarious activities /questions related to grouping, splitting and establishing the equivalence between different groups of the same number, would help a lot in developing a good and proper understanding of place value;
Activity 1 :- Ask students to
Q1 . split 160 boys into one group of 100 boys and rest 10 boys each.
Q2 . split 160 boys into groups of 10.
Activity 2:-Ask students to
Q1 . split 1670 into groups of only hundreds and tens, groups of only thousands and hundreds.
Different students can come up with different types of groupings -two different ways of splitting 1670 into hundreds and tens are 16 hundreds and 7 tens, 15 hundreds and 170 tens
These activities can be done using place value blocks on any other articles.
Both the students might have knowledge about addition but they don't have clear concepts of addition procedure. Both of them fails to follow the place value chart. So, they're getting different wrong answers. The role of the teacher is to give them clear concepts of place value chart rule then only the students will easily solve addition or subtraction within a second.
ReplyDeleteThe students know how to add the numbers but not in the correct manner. Their concept about addition and subtraction should be made clear.
ReplyDeleteTo a problem like this it can be easily solved with marbles.
I will take five marbles and ask one of my students to give me ten marbles. Then i will simply start adding them.
It will be 15 marbles.
Then i will make them understand the difference between 15 and 515.
The students must have the prerequisite knowledge of the place value system and its use in the addition procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDeleteAs a teacher we have to give the students a clear concept of place value,face value and addition
ReplyDeleteBoth the students of iv standards do not have the knowledge of addition and clear concept of place value. Being as a teacher we should first try to clear the concepts of addition as well as place values.
ReplyDelete
ReplyDeleteMany of the students struggle with place value because it contradicts their previously build schema about how the number system works. They see each number as a number in its own right and not as a partition -able quality, where the value of each digit is determined by its place. So, the number 10 might be seen not really as 1 and a 0 but as a distinct sign -as if the two digits were joined together.
Or may be their schema is fixed on 1 meaning 1, so the idea that 1 can refer to 1 group of something doesn't really take root. They might just cope with the idea of 1 group of apples, 2 groups of apples but baulk when the groups are groups of a given numbers.
The students know how to add the number but not in the correct manner. And their concept about addition and subtraction should be made clear. And being a teacher we should cleare the concept of addition substraction.placevalue
ReplyDeletethe students have idea about doing addition but they did not clear about actual concept of addition process as well subtraction.
ReplyDeleteWell going by the answer of both the children it is very much evident that the concept of addiction is not clear to both of them.So I think need to know and clear what place value actually is ,by this their understanding will grow more and can do it more properly and systematically.
ReplyDeleteIn this type of situation teachers need to explain the whole concept of perimeter of a rectangle.
ReplyDeleteBoth the student know something about addition but don't have the clear concept of place value.
ReplyDeleteStudent should be ask to write numbers in correct order of place value and to add.
In my opinion,the teacher had not taught properly where and how to place the addend(number) to solve this problem to the students..Before giving this problem to the student ,we the teacher should teach the students the rules where to place the number then the students can easily do the sums correctly.
ReplyDeleteFrom the above mathematical calculations it is clearly understood that the students don't have the knowledge of place value of different digits in a numbers, so they are getting wrong answers.
ReplyDeleteIn order to clear their misconceptions following questions can be asked-
1. Your sister has 400 rupees with her and your mother gave her 7 rupees. How much money your sister has in total?
2. By showing the place value chart, tell them to identify the position of different digits in the number. Then ask them to add the numbers according to their positions in the place value chart.
The prerequisite knowledge which the two students lack is perhaps the knowledge of place value. Both of them are well acquainted with the concept of place value. Which needs to be rectified at the earliest. The two students had the knowledge of addition which is very clear.
ReplyDeleteBoth the students have knowledge of addition but don't have knowledge of place value.Students should be able to know about the place value first which will start from right to left from digits 1,2,3,4 and so on in a systematic way.
ReplyDeleteThe prerequisite knowledge students might not have is the knowledge of place value system.
ReplyDeleteBoth the students doesn't have proper knowledge about additions. Here in this situation prerequisite knowledge needed should be place value chart.The misconception of the students can be addressing like...we may asked them to add 400 students with 7 teachers.
ReplyDeleteBoth the students do not have the knowledge of the concept of place value.
ReplyDeleteTo address their misconception the concept of place value- ones, tens, hundreds.... should be cleared. And the following questions can be asked.
1. Write the following numbers in expanded form in ones, tens, hundreds.
412, 521, 453
2. Arrange the following numbers in Column and add.
675, 987
3. Arrange the following numbers in Column and subtract.
453, 654
4. Vertical additions.
5. Vertical substractions.
It seems that both the students have idea of numerical addition. But they don't have idea to arrange in place values. Therefore both of them fail to give correct answers.
ReplyDeleteTo address their misconception the concept of place value_once s Tens and hundreds should be taught and the following questions can be asked.
1_Write the following numbers in expanded form in once s Tens and hundreds
201, 320.
2_ Arrange the following numbers in column and add.
101, 310.
3_Arrange the following numbers in column and substraction.
310, 432
.4_ vertical addition.
5'_ vertical substraction
One student has clear concept of addition and place value of digits where as another student has dose't.The teacher is to give them clear concepts of places value chart because the students will easily solve and addition or subtraction.
ReplyDeleteQuestion regarding place value ,different digit numbers,1 digit,2 digit,3 digit etc can be ask to address the misconception.
ReplyDeleteThe first and second student might not have prerequisite knowledge of addition and place value respectively. Questions regarding addition and place value should be asked to address their misconceptions.
ReplyDeleteStudent should be asked question regarding place value,different digits number,1digit,2 digit etc .
ReplyDeleteThe first and second student know how to add but do not in correct manner. Their concept about addition and substation should be made clear by Maths teacher.
ReplyDeleteBeing a teacher we should first teach the students about the method of place- value of first digit, 2 digits, 3 digits etc.and how to arrange the numbers in place value system. Then only students can understand the method of addition .
Students are not able to solve the numbers add correctly,because they are don't have clear knowledge of: 1.about "place value method " 2.teachers should explain the basic knowledge with suitable examples. 3.introduce the numbers value based on their place value by teachers. 4.Students has to given solve simple daily life problems using addition of three digit numbers with and without regrouping to know properly the concepts.
ReplyDeleteBoth the students have the basic understanding on addition but literally they made mistake in placing the values of the numbers.so the role of the teachers in such problem should clear their basic concept on place value.
ReplyDeleteBoth students don't have clear knowledge about place value.So we as teacher always try to make understand to students about place value and also make understand that addition, subtraction ,multiplication always strat from right side .
ReplyDeleteBoth the students doesn't have the knowledge place value. Both the students have to learn about place value and also addition.
ReplyDeleteMathematics is such subject which needed to be learning and growing in sequence.When we talk about the word 'sequence' there we may appear four categories of it, that is,ELPS where E means experience,L means language,P means pictorial,S stands for symbol and so on.These four skills must be develop and acquire by each and every learner before going to solve any kind of problems in their day to day life situations.The children must have some prior knowledge in relates to a specific aspect of problems which they generally get from the teachers and locally available sources.In this activity the students don't have previous knowledge of arranging and placing the numbers in sequence or order what we basically understood is a place value.In order to clear their misconception,we need to give great emphasis on making queries related to place value,face value,forming numbers,arrange the digits properly,etc.
ReplyDeleteFirst of all the students need to be taught and cleared about the concept of place value. They need to be given problems representing place value. They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
ReplyDeleteThe prerequisite knowledge which the two students lack is perhaps the knowledge of place value. Both of them are well acquainted with the concept of place value. Which needs to be rectified at the earliest. The two students had the knowledge of addition which is very clear.
In this context one student has clear concept of addition and place value of digits where as another student doesn't. Therefore,prerequisite knowledge needed should be place value chart starting from1digit to3digits, then only students can understand the method of addition.
ReplyDeleteTo clear their misconception, teacher can be asked the student to make a place value chart and place the given numbers in their proper place. The teacher should clear the method for addition and subtraction according to the value of the numbers.
ReplyDeleteIn this context one student has clear concept of addition and place value of digits where as another student doesn't. Therefore,prerequisite knowledge needed should be place value chart starting from1digit to3digits, then only students can understand the method of addition.
ReplyDeleteBoth the students need to understand about the place value concept . Being a teacher we should cleared the concept of addition properly .
ReplyDeleteTo clear their misconception, teacher can be asked the student to make a place value chart and place the given numbers in their proper place. The teacher should clear the method for addition and subtraction according to the value of the numbers.
ReplyDeleteTo clear their misconception, teacher can be asked the student to make a place value chart and place the given numbers in their proper place. The teacher should clear the method for addition and subtraction according to the value of the numbers.
ReplyDeleteTo clear their misconception, teacher can be asked the student to make a place value chart and place the given numbers in their proper place. The teacher should clear the method for addition and subtraction according to the value of the numbers.
ReplyDeleteMathematics is such subject which needed to be learning and growing in sequence.When we talk about the word 'sequence' there we may appear four categories of it, that is,ELPS where E means experience,L means language,P means pictorial,S stands for symbol and so on.These four skills must be develop and acquire by each and every learner before going to solve any kind of problems in their day to day life situations.The children must have some prior knowledge in relates to a specific aspect of problems which they generally get from the teachers and locally available sources.In this activity the students don't have previous knowledge of arranging and placing the numbers in sequence or order what we basically understood is a place value.In order to clear their misconception,we need to give great emphasis on making queries related to place value,face value,forming numbers,arrange the digits properly,etc.
ReplyDeleteMathematics is such subject which needed to be learning and growing in sequence.When we talk about the word 'sequence' there we may appear four categories of it, that is,ELPS where E means experience,L means language,P means pictorial,S stands for symbol and so on.These four skills must be develop and acquire by each and every learner before going to solve any kind of problems in their day to day life situations.The children must have some prior knowledge in relates to a specific aspect of problems which they generally get from the teachers and locally available sources.In this activity the students don't have previous knowledge of arranging and placing the numbers in sequence or order what we basically understood is a place value.In order to clear their misconception,we need to give great emphasis on making queries related to place value,face value,forming numbers,arrange the digits properly,etc.
ReplyDeleteIn this context,seems that students knows how to add but doesn’t know how to put the digit in correct from.Therefore,prerequisite knowledge needed should be place value system.
ReplyDeleteThe students must have the knowledge of the place value system and its use in the addition procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDeleteThe concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year.
ReplyDeleteIt is the problem of not clear concept of place value. Hence, before putting such problems we have to make clear concept of the place value.
ReplyDeleteTo clear their misconception, teacher can be asked the student to make a place value chart and place the given numbers in their proper place. The teacher should clear the method for addition and subtraction according to the value of the numbers.
ReplyDeleteBoth the students do not have the clear concept of place value. So, they must be asked to learn the place value first and add accordingly.
ReplyDeleteIt seems that both the students may have concept about the addition.But, both of them don't have idea about place value of a number and the addition of two or more digit numbers.
ReplyDeleteSo to make them clear, again they should be taught about the single digit numbers and the addition of single digit numbers.Thereafter,two digit numbers and it's corresponding place values and also how to add them.In this way, we may proceeds and extended the digits and also go on to place value also.
Here the concept of addition is known to them but not the correct procedure using correct place value placement.Thus,students should be made correct utilisation/placement of place value while adding and subtracting.
ReplyDelete
ReplyDeleteBoth the students might have know about addition but they don't have clear about concept of each digit has a value depending on its place. To address their misconception I would like to ask them question Reena has 15 apples. Her mother gave 5 more apples. How many apples Reena has now?
Both the students have knowledge about addition but they didn't understand the place value. Both the students had done mistake in value.
ReplyDeleteIn my view, the teacher had not taught properly where and how to place the digits to solve this problem to the students..Before giving this problem to the student ,we the teacher should teach the students the rules where to place the number then the students can easily do the sums correctly.
ReplyDeleteStudents know the concept of addition but due to lack of prerequisite knowledge of place value led them to do the mistake. We can make them understand gradually by asking them of first to add single digits than gradually increase the digits.
ReplyDeleteThe students don't have the prerequisite knowledge of addition. They are not clear about the concept of one's tens hundreds and thousands.
ReplyDeleteTo make it easier for them to learn addition I would give them examples like if you had 40 pieces of sweets and you got 7more from your friend how many would u have in total and after they give the answer I would ask again with big numbers i.e 400+7 = 407
The student is well aware with the concept of addition and subtraction. But has little to no knowledge about the importance of place values in number system i.e ones, tens etc. So i will try to teach the students about proper addition method with small activity, for example I will use some candies say about 5 in one hand and 10 in the other and will ask them to combine it and count , this will make him clear that 5+10=15 and not 5+10=60 . This activity is fun as well as the students will be clear on how to add properly
ReplyDeleteThe concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.Then teacher may clear about the place value of age after five year.
ReplyDeleteREPL
The knowledge of place value is not understood. They are not using counting properly.
ReplyDeleteBoth the students have knowledge about addition, but they didn't understand the place value. Both the students had done mistake in value.
ReplyDeleteWe need to make clear concept of place value.
The students have the idea about addition but have no knowledge about place value.So first of al teacher should give one digit addition and graduall upgrade it.Teacher need to make clear concept of place value.
ReplyDeleteBoth the students do not have the prerequisite knowledge of place value of numbers.
ReplyDeleteTo address their misconception,we can ask questions like:
1.how many digits are there in 400.?
2.which number is in ones,tens and hundreds place.?
3.how many digits are there in number 7.?in which place is it?
4.Ask them to write numbers in column according to their place value like:
400
+ 7
.........
........
5.Now ask them to add num in ones place with another number in ones place only.
6.Next ask them to add number in tens place with another number in tens place only.
7.Lastly ,ask the students to add number in hundreds place.
Thus,they will answer.....
400
+ 7
-------
407
____
The students doesn't have proper knowledge of addition and place value
ReplyDeleteThe students might not have the prerequisite knowledge about place value. In order to clear their misconception following questions can be asked-How many Hundreds, Tens and Ones are there in 400, 410and 415.By showing the place value chart, tell them to place the different digits in the number 400 and 7 in the place value chart. Then teach them to add these numbers.
ReplyDeleteStudents have knowledge about the addition but not in correct manner because they do not have concept of place value.
ReplyDeleteSo, teacher should make them clear concept of place value chart and addition of two,three digit number and so on and asked them to do proper way of addition of numbers and put them in right position.
Both the students must be asked such question by giving an example of daily life. Even after having knowledge on what is addition, their concept of place value system must be made crystal clear.
ReplyDeleteIn this case students did not know about place value of number system and might not have the knowledge of addition of more than one digit numbers. Accordingly I will ask one student to collect pencils from his classmates and count the total numbers of it so that they can gain concept of addition process
ReplyDeleteBoth the students might have a knowledge of addition but they don't have clear concept of addition with place value and face value.
ReplyDeleteIn the given context ,the students seem to know the addition of numbers howerever he fails to understand the proper knowledge of place value, how to put the numbers in proper place.
ReplyDeleteIn this context both the students have no clear concepts of addition .the first student had only combined the two mumbers and the another student had add the single digit number from the left i,e hundred place.this seems that both the students have no clear concepts of place value.therefore the students should have prerequisite knowledge of place value chart .then only students can understand the method of addition and can able to add the numbers accordingly by using place value chart.
ReplyDeleteBoth the students have the knowledge about addition but they didn't understand the place values.
ReplyDeleteFirst of all the students need to be taught and cleared about the concept of place value. The problems of the students, they should be imparted clear concept about place value of 1 digit,2 digit,and 3 digits in addition and so on.Not only this they can asked to solved.
ReplyDelete1+1=?
10+1=?
100+1=?
Students have understood the concept of simple addition but doesn't have the knowledge of place value. We can ask questions like 'do you know the digits?' or 'what do you understand by unit place? ' than we can proceed for double digit addition and so on.
ReplyDeleteHere we can make out that the student doesnt have the prerequisites knowledge of 3 digit addition? Both the students must firstly understand the concept of addition, than the teacher must practice the students with first single digits than later double than move to triple digit addition concept.
ReplyDeleteThe teacher must also make sure the students clearly understands the place value chart.
First of all the students need to be taught and cleared about the concept of place value.in this context teaching of at Least three digits in addition, number operations should be carried out.
ReplyDeleteThe students had idea about addition but the dont have clear concept of place value. So first they should be taught single digit addition then two digit then three digit to clear them in understanding place value.
ReplyDeleteBoth the students might have knowledge about addition but they don't have clear concepts of addition procedure. Both of them fails to follow the place value chart. So, they're getting different wrong answers. The role of the teacher is to give them clear concepts of place value chart rule then only the students will easily solve addition or subtraction within a second.
ReplyDeleteFrom the given example above, it is evident the 2 students have the general idea of addition of what the addition is but they aren't familiar with the core basic of how the place value chart is to be formulated while addition. So they need to be guided and clarified on that aspect.
ReplyDeleteBoth the students doesn't have the knowledge of place value. So, first we should try to clear their concept of place value.
ReplyDeleteBoth the students might have knowledge about the addition but they doesn't have the procedure of addition white place value and face value.As a teacher we should teach the concepts of addiction as well as place value and face value.
ReplyDeleteIn this context,seems that students knows how to add but doesn’t know how to put the digit in correct from.Therefore,prerequisite knowledge needed should be place value system.
ReplyDeleteThe students have the idea about addition but not the correct procedure. So,they eventually failed to get the correct answers. The role of teacher in this is to teach them about the correct place values of numbers.
ReplyDeleteFrom the above example it is clear that the students lacks the concept of place value chart.The role of the teacher is to give them clear concepts of place value chart.
ReplyDeleteThe following questions can be asked to students to address their misconception:-
~addition of single digit nos. Such as 1+1?
~basic problem that is being faced?
In the context one student has clear concept of addition and place value of digitwhere as another student doesn't.Therefore,prerequisite knowledge needed should be place value charge, then only student can understand the method of addition.
ReplyDeleteBoth the students understand the concept of addirion but lack the knowledge of the place value. Hence the confusion resulted in wrong answer. The best way is to start teaching the place value starting from one digit number, then 2 and then 3 and so on. A concept of the place value only then should the addition be taught.
ReplyDeleteIt is clearly evident that both the students haven't clearly understood the concept of place value.. as such they added it the way they desired.... To clear their misconception they have to be asked what do they know about place value and then how can we place the numbers so that they increase in value when added together..
ReplyDeleteThe students must have the prerequisite knowledge of the place value system and its use in the addition procedure.The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.Both the students need to understand about the place value concept.
ReplyDeleteBoth the students haven't clearly understand the concept of place value,so they added it the way they desired.we have to make clear concept about the place value.They should be taught how to do the works related to this and then only the students will be able to solve it in the right way.
ReplyDeleteThe students might have knowledge about addition but don't have clear concepts of addition procedure. Therefore students must have the prerequisite knowledge of place value.
ReplyDeleteIt seems that the students lack the concept of Place value system. As a teacher it is our duty to make them understand the importance of the place values while adding ,subtracting ,multiplying or dividing numbers.
ReplyDeleteTo address their misconception I would practically make them do some activities like : I would ask the students to pick pencils from two boxes ,box 1 and box 2. And then ask them to add up how many pencils they have in total. I would let them do this practical activity several times til the concept becomes clear.And then would explain the concept of place value and their importance while solving mathematical problems like if we are adding a single and double digits where to place the digits while adding them and so on.
The students must have the prerequisite knowledge of the place value system and its use in the addition procedure. The digits of the numbers being added must be placed in the correct place value column in order to do addition correctly.
ReplyDeleteThe concepts of place value as well as face value should be properly cleared among the students.For example to explain the place value teacher may asked the questions to the students about his present age and the age after five year.The students may reply present age ten year and after five year it will be fifteen years.
ReplyDeleteBoth the Students don't have proper knowledge and procedure for Addition and have confusing in Place value system.
ReplyDeleteBoth the students doesn't have the knowledge of place value. So, first we should try to clear their concept of place value.
ReplyDelete