Place Value Study GUide
I. Identify the place value for each digit
through the millions.
II. Write a number in written and
expanded form.
(see the back of this page for a place value
chart)
Standard: 109,543
Written: one hundred nine thousand, five
hundred forty three
Expanded: 100,000 + 9,000 + 500 + 40 + 3
III. Compare 2 numbers using < (less than),
>(greater than), and = (equal to) for
whole numbers.
(Hint: You eat the larger number).
765,877 < 766,901
65,872; 66,432 ; 66,490
Students will also need to order 3 numbers.
IV. Round whole numbers.
Example: Round 987,654 to the nearest ten
thousand.
987,654 Æ 990,000
V. Understand the meaning of the equal
sign.
15 = 5 x 3
5 + ____ = 9 – 1
(Answer: 3)
____ + 7 = 5 x ____
(Multiple answers. Example: 8 + 7 = 5 x 3)
VI. Identify and continue a pattern. This
pattern could be numbers or shapes.
2, 5, 8, 11, ______
48
6
56
7
Ans: 112
(Answer: 14)
(Pattern: + 3)
88
11
14
Pattern: ÷ 8
Place Value
Place is the location of the number on the place value chart. For example: In the number
382, the three is in the hundreds place.
Ones
Tens
Hundreds
Thousands
Ten Thousands
Hundred Thousands
Millions
Ten Millions
Hundred Millions
Billions
Value is how much a numeral is worth in a certain place.
For example: A three could be worth 3, 30, or 300 depending on its place. In 382, the
three’s value is 300.
When you read larger numbers out loud, you pause at the commas and say the name of
the place. For example: 36, 218,045 would be read as thirty-six million, two hundred
eighteen thousand, forty-five.
Place Value – ways of writing numbers
Standard Form – is writing the number in regular numbers. For example: Three
hundred eighty-two is written as 382 in standard form.
Word form – is writing numbers in words. 382 is written as three hundred eighty-two.
Be sure to spell the numbers correctly. Use a hyphen (dash) between combinations of a
tens place and a ones place such as twenty-one.
Below are some spellings to study.
one
nine
seventeen
seventy
two
ten
eighteen
eighty
three
eleven
nineteen
ninety
four
twelve
twenty
hundred
five
thirteen
thirty
thousand
six
fourteen
forty
million
seven
fifteen
fifty
billion
eight
sixteen
sixty
Don’t forget your commas and hyphens!
Expanded form – is writing the value of each digit in the number as an addition
sentence. For example:
The number 457 would be 400 + 50 + 7 in expanded form.
Math Exercises
•
Skip Counting—Forward
Backward
Starting at 0 AND higher numbers
Starting at non-landmark #s like 346
Use on homework: ex. 78, 81, 84, ____, ____, 93
•
Using the Numberline—Give them numbers to place on the numberline
Point to a section and ask what number goes there
Å----------------------------------------------------------------------------------------------Æ
0
x
100
•
Flashcard equations:
•
What is 50?
•
Lotus Chart:
10 -3
100 – 3
200 – 30
400 – 30
(cluster #s)
52 -2, 47 + 3, 45 + 5, 25 x 2
Put a number in the middle, and ask questions around, such as
“What is 1000 less? What is 500 more? What is the expanded form?”
• Combination Cards
On top of the card write: What Makes 10? Then put 5, 9, 3, 2, 8, 6, 1, etc. in
random order on the card. Students can write all the combinations of ten beside
the card.
•
“50 and More” in Flashcard style.
students have to say, “50 and 17.”
•
Close to 100 or Close to 1000 Game
•
Activity 2.16 in Math Packet
Write a number, such as 67, and the
•
Mental Math:
•
How Many to 50? Flashcard Style. Put a number on the front, i.e. 37 and on
17 + 23 to do in their heads. Thumbs up when they have the
answer. Then discuss their strategies.
the back, put 13 (which is how many to 50).
•
Grouping when Adding Numbers. 5, 4, 2, 8, 1, 3 In this mental math
activity, have the students add combinations in their head. Then, discuss how they
did it!
•
What’s My Number?
•
Make 10 (or 20, 30, etc.):
Have a number, and students have to ask questions
about that number, such as “Is it more than. . .? Is it less than . . .? Is it odd or
even?
Flash a number the they tell what to add to get
10.
•
War:
for speed or accuracy for any computation