**Subject Area: **

### Math Place Values

**Strategy: **

### Place Value Concepts

**Appropriate Grade Level: **

Elementary 1– 4 Grade

**Procedures/Steps: **

The student is asked to demonstrate their understanding of a three digit number by using blocks.

1.

Provide the student with bocks that represent 1’s, 5’s, 10’s, and 100’s

2.

3.

4.

Give the student a specific number

Have the student use the blocks to represent this number

Now, have the student use a different combination of these blocks to represent the

5.

same number.

Ask the following questions depending on the students’ goals, or lesson objectives:

•

•

•

•

“Can you think of another way to show the number ___?”

“How many different ways are there to represent ___ using only these blocks?”

“What would the number be if we added____ number or blocks?”

“What would the number be if we took away _____ number of blocks?”

For example: The blocks to the below represent the value of 24.

Hundred’s Value

Thousands Value

One’s Value Ten’s Value

**Comments and/or tips: **

Pre-assess your student to be sure that pre-requisite math and counting skills

For instance, the student must understand the concept of “value places.” exists.

An example of a challenge question for step 5 would be:

•

“What number would be _(2)_ 100’s blocks, _(3)_ 10’s blocks, & _(1)_ 1’s blocks represent?” (Student would respond: 231)

**Source: **

Schmidt, M.E., (1995). Mathematics intervention: Second grade place value concepts.

*Education, 116(2)*

, 229-243.dio: 9341300