Since multiple kids can have individual accounts on the same device, this is a good option for classrooms with one or few iPads. Teachers can offer it as a station activity for place value combined with other activities using actual manipulatives. Teachers could use it for some one-on-one or small-group instruction for kids needing extra help mastering place value. Teachers may want to set up some expectations for when kids can visit their cities -- perhaps the last 5-10 minutes of math time, so kids know they'll have a chance to build their cities but won't be distracted from the place value activities.Continue reading Show less
Montessori Math City is a game for teaching place value to young children. The app includes three different activities: Montessori Golden Beads, Number Blocks, and My City. Kids should already understand and recognize the numbers 0-9 to play. The Montessori Golden Beads are virtual adaptions that look just like the learning tools used in Montessori classrooms. The beads are single, grouped in lines or 10, 10 lines of tens grouped into 100, and 10 stacks of 100 grouped into 1,000. The number blocks increase in size, with one being smaller than ten, which is smaller than 100, and so on. Kids start by dragging the correct number of beads or blocks into each place value spot to build a number, and eventually switch the process, choosing the correct number based on the beads in each place. As they complete activities, kids earn new pieces for their city -- vehicles, houses, building, and such. They can leave the Montessori math activities to play in their city at any time.
Dragging the correct units into each place reinforces place value, both by sight and by touch. Kids will get a strong understanding of place value through both the Golden Beads exercises and the Number Block exercises. They'll also really get a kick out of adding to their city, though that reward activity takes them away from the learning activities and doesn't reinforce the content in any way. It is fun, though. If kids get stuck, there's no help available to guide them to the correct answer, but they do get unlimited chances to try again. Ultimately, gameplay is rewarding, but it might not reinforce learning as much as parents or teachers might like.
Key Standards Supported
Number And Operations In Base Ten
Understand that the two digits of a two-digit number represent amounts of tens and ones. Understand the following as special cases:
10 can be thought of as a bundle of ten ones — called a “ten.” b.
The numbers from 11 to 19 are composed of a ten and one, two, three, four, five, six, seven, eight, or nine ones.
The numbers 10, 20, 30, 40, 50, 60, 70, 80, 90 refer to one, two, three, four, five, six, seven, eight, or nine tens (and 0 ones).
Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.
Add within 100, including adding a two-digit number and a one-digit number, and adding a two-digit number and a multiple of 10, using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used. Understand that in adding two-digit numbers, one adds tens and tens, ones and ones; and sometimes it is necessary to compose a ten.
Given a two-digit number, mentally find 10 more or 10 less than the number, without having to count; explain the reasoning used.
Subtract multiples of 10 in the range 10-90 from multiples of 10 in the range 10-90 (positive or zero differences), using concrete models or drawings and strategies based on place value, properties of operations, and/or the relationship between addition and subtraction; relate the strategy to a written method and explain the reasoning used.
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:
100 can be thought of as a bundle of ten tens — called a “hundred.”
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
Count within 1000; skip-count by 5s, 10s, and 100s.
Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.
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