Author
Amy Norman
Topic
Place Value
Standards
MA 2.02: Understands the concept of
place value by demonstration of one’s
place, tens place, hundreds place, and
introductions into hundreds place
Big Ideas
• Our number system is based on
groups of 10
• All quantities can be expressed with
symbols
• All quantities can be expressed in
many ways (manipulative, print,
pictures)
• The value of a symbol is dependent on
its position
• The symbols used in our system are
0-9
• Place value allows us to compare
quantities.
Essential Questions
• What is our number system based on?
• How are quantities expressed?
• What does the position of a digit
mean?
• How do we compare quantities or
describe relationships between two
numbers?
Place Value Assessment Sample
Express 356 two different ways.
With a picture
Using a number sentence
Redraw the quantity below using the least amount of ones, tens,
and hundreds. Then write a number sentence to match your
drawing
New picture
Number Sentence
What is the value of the “2” in the number 23?
A. 2
B. 23
C. 20
How many tens are in the number 56?
A. 5
B. 6
C. 56
What does the “0” mean in the number 302?
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Circle the digit in the tens place
354
Circle the digit in the ones place
675
Write a letter to friend explaining the difference between 67 and 76? In your
explanation be sure to include which number is greater and why.
Dear _________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Sincerely,
_________________
Bonus
Follow the path and write in the value for each blank line
56
+
+
Shade in what comes
next.
Draw the number 11 using tens sticks and units
of ones. Then write a number sentence to
match it.
Draw the number 11 using tally marks. Then
write a number sentence to match it
Finish the pattern and draw what’s happening
0, 10, ___, ___, 40, ___, ___
70, ___, ___, 100
Reflection
Today I feel ______________________________________________________.
I was good at _____________________________________________________.
I need help with ___________________________________________________.
I really like _______________________________________________________.
Other comments or feelings ___________________________________________.
Mental Math Themes
1
10
100
• Have the students image playing darts. Make throws with values of ones, tens,
and hundreds. Number of throws and values are dependent on students’ levels
and capabilities. Calculate scores verbally.
• Calculating “one more than” or “one less than” is an important skill for students to
master, especially when comparing relationships of numbers. This can be done in
mental math. For example:
• take the number 6
• add 1 to it
• then add 10
• what’s my number?
• Guess my number
• my number has a 3 in the one’s place
• the number has 4 tens
• what’s my number?
• Is this number closer to 30 or 40?
• Guess my number
• With the number 19 take the value of the one’s place
• Add 1 to it
• Add to that number 20
• What’s my number?
Problem Solving Task for Place Value (1)
10 units
Group Members
1. _____________
2. _____________
3. _____________
4. _____________
its
10 units
5. _____________
Before doing this activity, sit with your group and have each member
record their thoughts and estimations.
1. Look at the box above, estimate how many 10 stick
rods would fit into it?
Group member
Estimations
Findings
Reactions
Briefly share and discuss your reasoning with your group members.
un
10
2. Look at the box again, estimate how many 100 flats would fit into it?
Group member
Estimations
Findings
Reactions
Briefly share and discuss your reasoning with your group members.
Go problem Solve and complete the charts
and other activities
What is this shape called?_____________________
How many dimensions does this shape have? _________________
What are they?________________________________________
As a group decide how many 10 stick rods fit into the shape? Explain
your reasoning. State in a complete sentence.
_____________________________________________________
_____________________________________________________
_____________________________________________________
_____________________________________________________
Vocabulary
Base 10
Value
units
ten sticks
bundles
place value
flats
ones
tens
hundreds
cubes
more than
less than
model
number sentence
Place Value Games:
Directions for the game
Roll 1: Throw the dice, write down number in a place and collect a model to show
the amount
Roll 1: Throw the dice, write down number in a place and collect a model to show
the amount
Roll 2: Throw the dice, write down number in a place and show the amount with a
model
Roll 2: Throw the dice, write down number in a place and show the value with a
model
Activity directions
Write numbers down on the mats provided.
In a complete sentence state whose number is bigger
Explain your reasoning.
Keep score with tally marks.
First to 5 wins.
Players
Player 1
Player 2
Round 1
Players
Tens
Ones
Whose number is bigger?
______________________________________________________________
______________________________________________________________
Explain your reasoning (Discuss who has more tens and ones)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Round 2
Players
Tens
Ones
Whose number is bigger?
______________________________________________________________
______________________________________________________________
Explain your reasoning (Discuss who has more tens and ones)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Round 3
Players
Tens
Ones
Whose number is bigger?
______________________________________________________________
______________________________________________________________
Explain your reasoning (Discuss who has more tens and ones)
______________________________________________________________
______________________________________________________________
______________________________________________________________
______________________________________________________________
Name_____________________________________
Date_____________________________________
Standard 2.01 and 2.02
Objective: Counting by multiples of ones, tens, and hundreds to develop
place value.
Here is how darts landed for this score.
Determine the score for the other boards:
1
1
10
10
100
XX
XXX
XX
XX
XX
100
XXX
XXX
209
Score
__________
Score
1
1
10
10
100
100
XXX
XX
XX
XX
XXX
X
XXX
XXX
_____________
Score
_____________
Score
1
1
10
10
100
100
XXXX
XXXX
XXX
XX
XX
XXXXX
XXX
XXX
XX
_____________
Score
_____________
Score
1
1
1
10
10
XXXX
XXXX
100
100
XXX
XX
XX
XXX
XX
XXXX
XXXX
XXXXX
XXX
_____________
Score
_____________
Score
1
1
10
10
100
XXXX
XX
XXX
100
XXXX
XXXX
XXXXX
XXXX
X
XXXXX
XXX
_____________
Score
_____________
Score