richieheleng Posted March 28, 2012 Share Posted March 28, 2012 Hi I am doing cle with my daughter, she is having so much trouble understanding the biggest number and the least, we are in unit 103. Any tips will be appreciated. Thanks Quote Link to comment Share on other sites More sharing options...
ssavings Posted March 29, 2012 Share Posted March 29, 2012 Manipulatives? A number line? Quote Link to comment Share on other sites More sharing options...
Julie Smith Posted March 29, 2012 Share Posted March 29, 2012 It sounds like she doesn't have a good understanding of place value. (Assuming that this is for numbers higher than ten) I would go back to playing with place value. Quote Link to comment Share on other sites More sharing options...
attabren Posted March 29, 2012 Share Posted March 29, 2012 Math U See Alpha has a wonderful way to teach place value. Best I have ever seen in homeschooling 11years. I love it. Uses manipulatives, word pictures, etc. You could try that. :) Quote Link to comment Share on other sites More sharing options...
AliR Posted March 30, 2012 Share Posted March 30, 2012 Try the greedy crocodile trick. If I am a greedy crocodile, would I rather have 12 monkeys to eat or 8 monkeys to eat? If she can understand this, then she can identify 12 as the greatest number. In a list of numbers, I also use the Goldilocks trick. The greatest number belongs to Daddy bear, the middle sized number to Mommy bear, and the least number to Baby bear. As already mentioned, you also need a strong background in place value to move further with this concept. Quote Link to comment Share on other sites More sharing options...
wy_kid_wrangler04 Posted March 30, 2012 Share Posted March 30, 2012 When I taught ds I used MUS blocks. We don't use MUS curriculum just the blocks. I first taught him about 10's and 1's with the blocks as we learned to count by 10's and 1's then we started building numbers. Then, I would show him place value by looking at the manipulatives. It worked awesome! He still can not grasp the number 12 for some reason and still calls it 20 but when I ask him how many 10's and 1's the number has he can figure out the number is 12. When working with greater than, less than- if he gets stuck I first ask him what is greater, 10's or 1's. He tells me 10's so we first look at that. If they are they the same then I ask him if the 10's are the same what other number can we look at to figure out what number is bigger. He says ones- so we look. Then after he figures out the bigger number we build it with MUS blocks to check our answer. I need to get another set of blocks. I love them and see myself using them with him for a LONG time!! Quote Link to comment Share on other sites More sharing options...
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