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Place Value Song For Kids | Ones, Tens, and Hundreds | 1st Grade, 2nd Grade, 3rd Grade

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Published on Dec 12, 2016

šŸŽ You're cordially invited to come check out our growing library of award-winning math video animations at https://www.numberock.com šŸŽ

Thank you for watching our Place Value (Ones, Tens, and Hundreds) Song.

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Q.Why is it important that students learn about Place Value?

A. Learning about Place Value helps us understanding the meaning of each digit in a multi-digit number. Being able to bundle up 10 ones, because of the luxury of a tens place, allows us to express numbers like 10 and above efficiently without having to create a new digit for each number. Simply stated, place value helps us make sense of increasingly large (and small) numbers while saving time and energy communicating these values to one another.

Can you imagine having to use 100 different symbols to express values from one to one-hundred? Can you imagine not having an easy way of telling of somebody just gave you $500 or $5,000? Without the current base-10 place value system, our modern lives would be most confusing to say the least!

Q. What grade levels does this video target?
A. Kindgarten, 1st Grade, 2nd Grade & 3rd Grade. The concepts are spiraled upon for the rest of these students mathematical lives as they go on to deepen their mathematical understanding in 4th Grade and beyond.
Appropriate for UK students in KS1 (Year 1, Year 2, and Year 3).

Q. Where did you guys come from?
A. Numberock is a project that I, Mr. Hehn, began as a 5th Grade math teacher of 7 years. It came together after years of experimenting with my lessons trying to figure out the best way to help my students retain the math concepts they were learning.

Q. Does Numberock drive real results in the classroom?
A. I knew I found the secret sauce when not only were my students retaining the concepts longer, they were singing the songs outside of the classroom during recess and at home with their parents during dinnertime. The songs were so catchy, my students couldn't get the math songs out of their head!

During testing, I often found my students humming the melodies in order to jostle their memory of a rule or problem solving process. As we've all experienced, there is something about the power of music that allows us to retain information easier and for longer periods of time. Without getting into the finer details of multi-sensory learning and how it often helps the students who most need the help, the power of a catchy song is hard to deny.

Q. I love your songs. Where can I experience more of what NUMBEROCK has to offer?

We have additional teaching resources that are always expanding over at https://www.numberock.com. For the low price of $4.95/month, premium members gain access to video-aligned activities like worksheets, printable posters/anchor charts, task cards, self-graded assessments, games, and more.

Coming Soon:
1. Self-Graded Assessments | These will soon be available for every Common Core and TEKS standard from 2nd-6th Grade so you'll be able to track and monitor student progress while your students complete standards-aligned quizzes that are integrated with the NUMBEROCK video they just watched.

2. Number Notes | Were currently working on creating exercises where students will be able to take notes artistically on printable templates featuring characters from the videos.

šŸŽ Hope to see you at https://numberock.com! šŸŽ

Our Place Value video is aligned with the following Common Core and TEKS standards:

Common Core:
1st Grade Standards
1.NBT.B.2 | 1.NBT.2
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:

2nd Grade Standards
2.NBT.A.1 | 2.NBT.1
Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases...

4th Grade Standards
4.NBT.A.1 | 4.NBT.1
Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 Ć· 70 = 10 by applying concepts of place value and division.

TEKS:
1.2E
Use place value to compare whole numbers up to 120 using comparative language.
2.2A
The student is expected to ruse concrete and pictorial models to compose and decompose numbers up to 1,200 in more than one way as a sum of so many thousands, hundreds, tens, and ones.
2.2B
Use standard, word, and expanded forms to represent numbers up to 1,200
3.2A
The student is expected to compose and decompose numbers up to 100,000 as a sum of so many ten thousands, so many thousands, so many hundreds, so many tens, and so many ones using objects, pictorial models, and numbers, including expanded notation as appropriate.
3.2B
The student is expected to describe the mathematical relationships found in the base-10 place value system through the hundred thousands place.
3.2B

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