2012-13 Educational Grant Application
Name of Grant: Every Number Has A Place
Name of person(s) submitted by:
Chris Dahl, Jenny Sessums, Claire Thomas
Campus/Department:
Green
Grade Level(s):
Kindergarten
Total Dollar Amount Requested: $678
Number of students who would be involved/impacted by grant: 120
Name of principal or immediate supervisor who will approve submission: Kelly Campman
Project Summary/Purpose:
At a recent campus vertical team planning meeting, our teachers discussed skills that were the hardest
to teach, hardest to learn. One skill that was mentioned several times across many grade levels was
the concept of place value.
Place value is an abstract idea introduced in kindergarten. The purpose of this project is to be able to
provide students with the necessary manipulatives enabling them to see the concept in a concrete way.
By using concrete objects to introduce place value in kindergarten, students will gain a deeper
understanding of place value with a strong foundation that will be built on as they move through
elementary grades.
In addition, the Math TEKS are currently being updated and we have seen the increased rigor and
attention given to place value in Kindergarten. Students will be expected to:
 combine a set of 10 objects with another number set of objects to make a new number set of size
between 10 to 20 and indicate the corresponding number relation (e.g., a set of 10 and a
set of 1 can be combined to make 11).

separate a set of 10 to 20 objects into a group of 10 objects and some more. (e.g., 18 can be
separated into a set of 10 and a set of 8.)
Project Description: How will the project or program be implemented? Describe activities and tasks.
Who is the target population and in what ways will they benefit?
The target population for the program is kindergarten. These students need to have a strong
foundation in the knowledge of place value and manipulating the base-ten counting system. This
foundation will enable students to be more successful when learning new math concepts in upper
elementary grades.
I have…Who has..… Students must state the Base 10 amount on their card and then ask who has the
next amount in order for the game to continue.
Base Ten Stamping Station: Students will use rubber stamps to represent numbers using the base ten
stamps.
Place Value Mats: Students will use the manipulatives to compose and decompose numbers.
Place Value Concentration: This game will practice visual assessment of quantities 1-32 using pictures
of ladybugs arranged in ones and groups of ten.
This project will also include an at-home component. Using plastic canvas, we will make base ten take
home kits for the children to practice activities at home.
Which Allen ISD goals/TEKS does this project support? Limit to top two or three examples.
This project supports the new math TEKS. It is likely that the Allen ISD kindergarten curriculum will
adopt the new TEKS before they are officially implemented in other grades. By doing this, students will
not have any gaps in their learning.
The TEKS that this project addresses are:
KN10-combine a set of 10 objects with another number set of objects to make a new number
set of size between 10 to 20 and indicate the corresponding number relation (e.g., a set of 10
and a set of 1 can be combined to make 11).
KN11-separate a set of 10 to 20 objects into a group of 10 objects and some more. (e.g., 18 can
be separated into a set of 10 and a set of 8.)
What specific measurements will be used to evaluate the effectiveness of the project?
Campus created Common Formative Assessments
AMI (given 3 times a year to every kindergarten student)
Teacher Observation
What teaching methods will be used to implement this project?
Cooperative groups
Hands-on activities/kinesthetic learning
Visual representation
Differentiation
Scaffolding Instruction: 3 stage process for teaching students to independently use learning strategies:
1) teacher models correct use of strategy; 2) teacher leads students to practice correct use; 3) teacher
tests’ students’ independent use of it.
Timeline for project (Funds will be available after September 1, 2012):
This will be based on our district curriculum documents but we believe it will be October 2012-May
2013.
Explain how this idea or project enhances/supports Allen ISD curriculum or existing systems:
This project supports our campus goal to align mathematical instruction throughout the grade levels.
The goal was created based on data gathered during vertical team meetings, Professional Learning
Communities and Campus Action Teams.
Include any additional comments or information (attach additional pages if necessary):
Because these materials are non-consumable, they will be used for many years to come and will
benefit more than just the 120 children in 2012.
Grant Budget : specific product numbers, vendor addresses, etc are not required on this budget
page. The name of the product or the type of training or estimated cost of transportation is sufficient.
*Please round numbers to the nearest dollar amount.
Instructional Supplies
Vendor / Supplier
Cost per Item
Total
Base Ten Class Set
Base Ten Rubber
stamps
“I have” game
BosseCubes activity
book
Place Value
Concentration
Place Value with Pizazz
Plastic Canvas
Technology
Nasco
Nasco
115
11
460
44
Nasco
Nasco
10
17
40
68
Creative Mathematics
4
16
Creative Mathematics
Darice
Vendor / Supplier
25
5
Cost per Item
100
50
Total
Staff Dev / Training
Vendor / Supplier
Cost per Item
Total
Transportation
Vendor / Supplier
Cost per Item
Total
Other Expenses
Vendor / Supplier
Cost per Item
Total
TOTAL AMOUNT
REQUESTED
$678