# Essay On Place Value Knowledge

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A student will start to develop their place value knowledge once they are confident using number names, classifying objects, identifying patterns and as they begin to develop their counting skills. From Year 1, the Australian Curriculum expects students to count collections to 100 by partitioning numbers using place value (ACARA, 2016). This means students need to learn about grouping in tens and that two-digit numbers are made up of tens and ones. Booker, Bond, Barrow and Swan (2014, p. 87) identify six stages in the development of numeration (place value). These include ensuring a student understands the one digit numbers 0-9 and identifying these are the basis for all numbers; developing a student’s ability to think in groups of tens (10 ones are 1 ten) and thinking of the multiples of ten; understanding the place value of two digit numbers 20-99 and then the more irregular numbers 11-19; understanding the place value of three digit numbers (10 tens are 1 hundred); understanding the place value of four digit numbers (10 hundreds are 1 thousand); and finally, develop the students understanding of second place value for larger numbers (grouping in hundreds, tens and ones of thousands, millions etcetera)(Booker et al, 2014, p. 87). …show more content…
Conceptual knowledge is knowing why and how to solve an equation whereas procedural knowledge is knowing the process needed to get to the solution. Asking a student to measure the perimeter of a room is merely testing their procedural knowledge however, asking that student to estimate the perimeter of the room and justify their answer is requiring them to utilise conceptual knowledge. Conceptual understanding can become a way of thinking rather than relying on memory of an applicable procedure for a specified set of

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