PLACE VALUE
WEEK OF DECEMBER 8-12, 2014
MS. BARKSDALE
OAKDALE ELEMENTARY
PLACE VALUE
- YOU WILL BE ABLE TO SAY, READ, &
WRITE MULTI-DIGIT NUMBERS AS IT
RELATES TO THEIR PLACE AND VALUE.
- YOU WILL BE ABLE TO INCREASE &
DECREASE MULTI-DIGIT NUMBERS BY 10,
100, 1,000, 10, 000, & 100,000.
DAY 1 – WARM-UP/REVIEW
Solve
the following division
problem using a known strategy
3,648 ÷ 8
DAY 1 – WARM-UP/REVIEW
 How
many digits are in the number
below?
 What is the highest place?
 What is the lowest place?
673,154
DAY 1 - PRETEST
Today you will take a pretest on place value
 This is not for a grade, but will help me in
planning your instruction
 You will have 1-hour to complete the pretest
 It is okay if you do not know the material; just
TRY YOUR BEST!
 When you are done you may work on any
unfinished work or your HW Taskboard

DAY 2 – WARM-UP/REVIEW
 David
ate 32 hot dogs in the annual
Franks Hot Dog competition. Maurice
ate 4 times as many hot dogs as
David. How many more hot dogs did
Maurice eat than David?
 Use your S.O.L.V.E. steps
 Show your thinking
DAY 2 – “PLACE VALUE NEIGHBORHOOD”
Today you will construct a “Place Value
Neighborhood”
 Materials you will need: 6 pieces of colored
construction paper, a glue stick, a pencil, a
marker

Model for students how to construct their
“neighborhood” and display your model for
reference
 Allow students 15-20 minutes to construct

DAY 2 - VOCABULARY
Digit – single number
 Place – position in which a digit sits
 Value ($$) – worth of each digit
 Multi-digit – having more than one digit
 Ones – singles; digits 0-9
 Tens – 2-digit number; 10-99
 Hundreds – 3-digit number; 100-999
 Thousands – 4-digit number; 1,000-9,999
 Ten-Thousands – 5-digit number; 10,000-99,999
 Hundred-Thousands – 6-digit number; 100,000999,999

DAY 2 – I DO

Listen as I say the following numbers:
9
 29
 419
 1,789
 32,759
 875,229

DAY 2 – WE DO

Using the green digit cards make the following
numbers & place them on your “neighborhood”:
105
 2,764
 38,614
 487,952


After making each number have students write the
number in their math journal and identify the
underlined digit’s place and value.
DAY 2 – YOU DO
On
the “Digit Values” worksheet,
complete letter A-H ONLY!
Peer check your results with your
math partner
Double check the answers whole
class
DAY 2 – EXIT TICKET

Using the number 456, 802 answer the
questions below:
1. Which digit has greatest value?
2. Which digit has least value?
3. What’s the value of the digit in the thousands
place?
4. What’s the value of the digit in the tenthousands place?
DAY 3 – WARM-UP/REVIEW

What is the value of the underlined digit in the
number below?
28,564

Find the product of 42 x 89 = ?
DAY 3 – I DO
Standard Form - 718,492
 Expanded Form –
 Word Form –

Standard Form  Expanded Form –
 Word Form – three hundred one thousand, six
hundred thirty-five

DAY 3 – WE DO

Using the green digit cards make the following
numbers & place them on your “neighborhood”:
105
 2,764
 38,614
 487,952


After making each number have students write
the numbers in their math journal in standard,
expanded, and word form.
DAY 3 – YOU DO

Given 4 numbers, say and write the standard,
expanded, and word form of each:
3,372
 42,408
 894
 190,311

DAY 3 – EXIT TICKET
Using
the number 47,566,
write it in expanded and
word form.
DAY 4 – WARM-UP/REVIEW
 Bocar
traveled 6,755 miles in 5 days. If he
traveled the same distance each day, how
many miles did he travel each day?
 How
many more miles would Bocar need
to travel to reach 10,000 miles?
DAY 4 – I DO
Standard Form  Expanded Form – 900,000 + 10,000 + 1,000
+ 300 + 80 + 2
 Word Form –

Standard Form - 630, 007
 Expanded Form –
 Word Form –

DAY 3 – WE DO

Using the green digit cards make the following
numbers & place them on your “neighborhood”:
856
 nine thousand, three hundred seventy-four
 30,000 + 2,000 + 900 + 40
 800,060


After making each number have students write
the numbers in their math journal in standard,
expanded, and word form.
DAY 4 – YOU DO

Complete the “How do you say that big
number” sheet independently

You will have 15-20 minutes to complete it

If you finish early, use the green digit cards to
create some of the numbers from your sheet
and practice writing the standard, expanded,
and word forms in your math journal.
DAY 4 – EXIT TICKET
 Write
the standard and expanded
form of the number below.
 nine
forty
hundred sixty five thousand,
DAY 5 – WARM-UP/REVIEW

Solve the following equation using a known
strategy. Double check it using the inverse
operation.
312 ÷ 4
DAY 5 – PLACE VALUE REVIEW

Review vocabulary; emphasizing difference
between “place” and “value”

Review using prior slides in this presentation

Using the number 16,029, make it on your
“place value neighborhood”, say it, and write in
expanded and word form
DAY 5 – QUICK QUIZ

Materials: number sheet, blank chart sheet,
scissors, glue stick, pencil, digit cards

You will have 15-20 minutes to complete the
quick quiz

Use the digit cards to place each digit on your
“neighborhood” while completing your quiz
PLACE VALUE
WEEK OF DECEMBER 15-19, 2014
MS. BARKSDALE
OAKDALE ELEMENTARY
PLACE VALUE
- YOU WILL BE ABLE TO COMPARE MULTI-DIGIT
NUMBERS.
- YOU WILL BE ABLE TO ORDER NUMBERS FROM
LEAST TO GREATEST & GREATEST TO LEAST.
- YOU WILL BE ABLE TO USE STANDARD
NOTATION AND STANDARD FORM
INADVERTENTLY.
DAY 1 – WARM-UP/REVIEW

A teacher bought 12 packets of crayons. Seven
of the packets had 9 crayons and the other five
packets had 10 crayons. How many crayons did
the teacher buy in all?

A builder needs to by 927 boards for his latest
project. If the boards he needs come in packs
of 6, how many packages will he need to buy?
DAY 1 – VOCABULARY
Compare – looking at 2 or more numbers to
determine their position to each other
 Order – the position/spot in which numbers are
arranged (before, after, behind, in front of, etc.)
 Least – the smallest amount/number
 Greatest – the largest amount/number
 Equivalent – equal to; the same number

DAY 1 – I DO

Compare the following sets of numbers
234 ____ 978
773 ____seven hundred seventy-three
9,502 ____ 2, 647
114,388 _____ 132,799
Eight thousand, two _____ 802
430 _____ 6,218 _____ 5,455
DAY 1 – I DO
Place the following numbers on the number line
from least to greatest
234 7,340 894 230,566 89 3 567,328

_______________________________________
DAY 1 – WE DO
Each group will get 5 sets of number cards
(A,B,C,D, and E)
 First, cut out each number card and place it faceup on your desks
 Second, classify/organize your number cards
based on the number of digits
 Third, order the number cards within each
classification from least to greatest
 Fourth, order ALL your number cards from least to
greatest
 Last, double check the order of your number cards
before gluing them down on your sentence strips

DAY 1 – YOU DO

Independently, complete the “Comparing
Numbers within 1 Million” sheet

If you finish early, select 10 numbers from your
sheet and create a number line on the back,
placing the numbers in order from least to
greatest. If you want to do more, that’s even
better
DAY 1 – EXIT TICKET

Compare and order the following numbers:
546 ____ one thousand, six hundred ninety-nine
32, 997 ____ 32, 979
Order the numbers from least to greatest:
546,003
799 10,342
875,002

DAY 2 – WARM-UP/REVIEW

Order the numbers from greatest to least
475,059; 472,011; 47,389; 475,509

Carol and her 5 friends have 143 beads to share.
If Carol lets her friends split the extra beads, how
many beads will each friend get? How many
beads will Carol get?
DAY 2 – VOCABULARY

Introduce new vocabulary:
 Standard
Notation – representing a number
identifying how many of each place is needed
 Example: 13 tens, 2 thousands, 5 ones = 2,135
13 tens = 13 x 10 = 130
2 thousands = 2 x 1,000 = 2,000
5 ones = 5 x 1 = 5
2,000 + 130 + 5 = 2,135
DAY 2 – I DO (STRATEGIES)

Computation Strategies
 Multiply
the number by the place value worth
 Add zeroes based on the place
 15
hundreds = 15 x 100 = 1,500
 The hundreds place has 2 zeroes, so you would just add
2 zeroes behind 15 = 1,500
18 tens, 2 ones =
27 ten thousands, 54 tens, 9 ones =
DAY 2 – WE DO
Find the sum of the following standard notation
 13 hundreds, 5 thousands, 8 ones


98 hundred thousands, 3 thousands, 2 tens

7 ones, 45 hundreds, 17 tens
DAY 2 – YOU DO

3 thousands, 42 tens, 6 ones

67 ten thousands, 3 hundreds, 14 ones

5 hundreds, 1 ten, 7 ones

16 ones
DAY 2 – EXIT TICKET

Write the number that represents:
18 tens
 3 ones
 5 thousands


What is 1,000 more than this number?
DAY 3 – WARM-UP/REVIEW

Kelly ordered 7 pizzas. Each pizza has 8 slices.
If 8 people shared the pizza and ate 5 slices
each, what is the total number of slices eaten?

Did Kelly order too much pizza? If so, how many
pizzas did she need to order?
DAY 3 – I DO
Review standard notation
 Model converting standard form into standard
notation

Example:
27,458 = 27 thousands, 45 tens, 8 ones
284 =
845,101 =

DAY 3 – WE DO

80,982 =

6,120 =

34,176 =

10,409 =
DAY 3 – YOU DO

29 =

873 =

5, 372 =

75, 213 =

123, 567 =
DAY 3 – EXIT TICKET

Today you will take a Quick Quiz on
comparing/ordering numbers and standard
notation

You will only have 15-20 minutes to complete it

You must write out each problem

If you finish early, double check your work, make
sure your name and date it on it, and turn it into
Ms. B.
QUICK QUIZ

1. Compare the following numbers using > , < or =.




2. Order the numbers from greatest to least




A. 4,869 ☐ 4,709
B. 25,033 ☐ 25,013
C. 847,260 ☐ 748,350
A. 37,065 , 37,256 , 36,955 , 37,276
B. 4,325 , 5,197 , 4235 , 5,917
C. 102,526 , 120 ,635 , 12,853 , 100,256
3. Write the following numbers in standard form:



A. 12 ten , 8 ones , 6 thousands
B. 16 ten thousands , 5 ones , 9 tens
C. 27 tens , 5 ones , 4 thousands , 6 ten thousands