| When kids learned how to count, they basically | | | | structured place. |
| just learn numbers as some kind of continuum | | | | 3. Then write this down. The crucial point in |
| that continues and continues. As they go to a | | | | teaching a child about decimals is that a certain |
| higher level of schooling, children might not | | | | column represents a certain size group. The digit |
| understand how it goes in groups of tens and | | | | in the columns tells the child how poker chips are |
| hundreds and thousands. | | | | organized. For example if white is ones, blue is |
| For children to understand place value, otherwise | | | | tens, and red is hundreds then two red chips with |
| known as the decimal system, they have to learn | | | | one blue and one white would be 211. You can |
| first how to do simple additions and subtractions | | | | use this method to further illustrate the way we |
| with small numbers. Later, you can explain that if | | | | write numbers in columns which indicates the |
| you have lots and lots of objects, the efficient | | | | group they belong. |
| way to count them would be in groups, not | | | | Now, do not use the word "represent" when |
| individually. Here's how you can introduce decimals | | | | teaching decimals. Instead, talk about trading, |
| to kids: | | | | exchanging and making: "You can trade 10 white |
| 1. You can use white, red, and blue inexpensive | | | | ones for 1 blue." Then you may start asking |
| poker chips. The white are ones, the blue are | | | | complex questions: "If you have 15 white ones, |
| tens, and the red are hundreds. Dump a bunch of | | | | what can you trade? I have two blue ones, how |
| them on a table and show how it is easier to | | | | many whites can I get? How can you make the |
| count them in groups of ten. Then you can count | | | | number 54 with the chips, using the LEAST |
| them in groups of tens. Introduce the words 20, | | | | possible amount?" |
| 30, 40, etc. | | | | Continue until children can easily make numbers |
| 2. got It is better to use same size objects so | | | | with the chips. This way they will understand the |
| children can picture the color chip in their mind as | | | | concept that one chip in a particular order |
| representing a group rather than belonging to a | | | | represents a group. This is a prelude to |
| group. That is because in writing numbers, the | | | | understanding how a certain column represents a |
| digit '5' represents fifty when written on a | | | | group. |