Q3. Is the learner missing grade level understanding of place value?
Extend the counting sequence.
Understand place value.
Use place value understanding and properties of operations to add and subtract.
Understand place value.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Generalize place value understanding for multi-digit whole numbers.
Write and interpret numerical expressions.
1.NBT.A.1
1.NBT.B.2, 1.NBT.B.3
1.NBT.C.4, 1.NBT.C.5, 1.NBT.C.6
2.NBT.A.1, 2.NBT.A.2, 2.NBT.A.3, 2NBT.A.4
3.NBT.A.3
4.NBT.A.1, 4.NBT.A.2
5.NBT.A.1, 5.NBT.A.2, 5.NBT.A.3
Often when students have difficulty with whole number computation, there is a deeper problem. They do not understand the base ten number system. Before beginning an intervention on whole number computation, use one of these place value interviews to learn how the student unitizes with groups of ten.
More information here: Diagnose: Place Value Ideas
Mathematics interventions should be carefully chosen and should include the following (NCII):
explicit instruction
connections between multiple representations
use of concise, accurate language
fluency building component
problem-solving instruction
motivational component
More information here: Intervene: Place Value Ideas
Progress monitoring should include a general outcome measure (curriculum-based measure) and a mastery measure (curriculum-embedded measure).
Use a valid and reliable progress monitoring measure. This training is recommended: Best Practices in Math Progress Monitoring.
More information here: Progress Monitor: Place Value Ideas