Potential learning issues-Place

value

Potential Learning
Issues/misconceptions

Diagnosis

Addressing these learning

issues/ misconceptions

Students might sequence

numbers accurately, but
are unable to show the
correct position of the
number relative to the
others.

Siemon, Beswick, Brady,

Clark, Faragher & Warren,
(2011) suggest that while
students can recall number
sequnces they could might be
unable to specify where the
position of number is.

By the use of concrete material

and counting forwards and
backwards.

Another learning issue

could be the ability to not
trust in the count, instead
of trusting the grouping of
3s or 5s the students may
revert back to counting on
by 1s.

Students still count in 1s to

confirm whole amount (Booker
et al, 2010).

Studenst will be given ample

oppurtunities to recognise
small numbers a different
groups, (example, 30 can be
10, 3s or 15, 2s)

Students may not

understand the value of
each number in a 2 digit
number.

E.g. Students can rename 67

as 6 tens and 7 ones but is
unable to rename this as 2
tens + 15 ones without
materials.

Students are shown numerous

ways to represent 2 digit
numbers using concrete
materials such as MAB, 10s
and 1s columns.