Place Value
Study Guide
At this point in the unit, you have already…
1. Completed a project communicating your understanding of
place value.
2. Worked on a variety of place-value questions in-class and on
three assessment tasks
The following are guidelines to help you study for your first unit test.
You will be evaluated on Criterion A (Knowledge and Understanding)
and Criterion B (Identifying Patterns).
You should be able to provide definitions and examples for each term below. Pictures and other
facts would be very helpful to include.
Ascending order
Expanded form
Digit
Digit sum
Simplest form
Descending order
Place value chart
tally
Place value
Even number
Sum
Greater than
Period
Written form
Odd number
Standard form
Less than
position
Study suggestions:
1. Review your assessments (pre-assessment, quiz 1 and quiz 2)
2. Review IXL modules that have been assigned (A1,A2,B2,B3)
3. Use the following websites to practice with place-value…
http://education.jlab.org/placevalue/gamepage.html
http://www.funbrain.com/tens/index.html
http://www.aaamath.com/plc.htm
4. Attempt and complete the questions below.
5. Work on the following from your textbook…
Page 21-22
All (including Activity 3)
Page 18-19
Even numbers
As practice, fill in the chart below…
Term
Example
standard form
5, 255, 3459
2 x 100 + 5 x 10 + 5 x 1 = 251
Expanded form
3 x 1000 + 4 x 100 + 0 x 10 + 9 x 1=
3,409
Explanation
The standard form is the
normal symbol we write for
a number
The expanded form shows the
value of each digit of a number
in standard form.
Sample Criterion A Questions
1-2
1. Express the following in simplest form
a) 8 x 100,000 + 9 x 1000 + 3 x 100 + 2 x 1
2. Write in expanded form
a) 56702
3. Put the following numbers in ascending order:
a) 554 992, 594 522, 545 922, 595 242
3-4
1. The number 372474 contains two 7s and two 4s
a) How many times larger is the first 7 compared with the second 7?
b) How many times smaller is the second 7 compared with the first 7?
c) Which of the 4s represents a larger number? By how much is it larger than the
other one?
2. What number is 26 more than two hundred and nine thousand?
3. True or False: A billion is 1000 million
4. True or False: A billion is 1 000 000 000
5. Between which two numbers is the following sum? 736+ 132. Can you estimate to the
closest tens?
6. A student reads 3 000 146 as “three thousand one hundred forty-six.” Explain the
student’s error? Clue: Remember to use appropriate vocabulary.
5-6
1. How many two-digit integers are increased by exactly nine when the digits are reversed?
1.
I am a number between 7 000 000 and 8 000 000.
All my digits are odd.
All the digits in my thousands period are the same.
All the digits in my units period are the same.
The sum of my digits is 31.
What number am I?
Give as many answers as you can.
What strategies did you use to find the mystery number?
7-8
Sample Criterion B Questions
1-2
Consider all of the five-digit numbers which
we can form using only the digits 2, 4, 6 and
8. If these numbers are arranged in
ascending order, what is the 16th number?
Describe how you arrived at your answer.
3-4
How many numbers from 1000 to 2000 have
all of its digits even numbers?
5-6
How may three-digit numbers between 100
and 200 are there for which one of the digits
equals the sum of the other two?
7-8
How many whole numbers (not negative
numbers) less than 4000 can be written
down without using the digits 7, 8 or 9?
Notes:
Rubric for Criterion A: Knowledge and Understanding of Mathematics
Level of
Achievement
0
1-2
3-4
5-6
7-8
Descriptor
The student does not reach a standard described by any of the
descriptors given below.

selects appropriate concept and skills in simple
problems

attempts to solve simple problems in familiar
situations

selects appropriate concept and skills in simple
problems

sometimes solves more complex problems in
familiar situations

selects appropriate concept and skill in challenging
problems

usually solves challenging problems in a variety of
familiar situations

selects appropriate concept and skill in challenging
problems, including unfamiliar situations

consistently solves challenging problems, including
unfamiliar situations
Criterion B
Investigating Patterns
Level of
Achievement
0
1-2
3-4
5-6
7-8
Descriptor
The student does not reach a standard described by any of the
descriptors given below.

uses, with help, simple problem-solving techniques

Recognizes simple patterns

uses problem-solving techniques to recognize patterns

suggests relationships and rules

selects and applies problem- solving techniques to
recognize patterns

finds and describes a relationship or rule

makes predictions consistent with findings.

selects and uses problem-solving techniques to recognize
patterns

finds and describes many correct relationships or rules

Gives many correct conclusions consistent with square
numbers