th
Key Standards
NBT.2 Read and write multi digit whole numbers using base ten numerals, number names, and expanded form. Compare two multi digit numbers based on meanings of the digits in each place, using <,>,= symbols to record the results of the comparisons.
Major Concept of the Unit:
Numbers and Operations: Place Value
Essential Questions for the Lesson:
How does changing the place of a digit change its value?
Why is place value important?

Task Description: Dylan and Derrick are having an argument about the game they are playing in Math class. They are drawing digit cards and putting them in place value columns to form large numbers. Dylan says that it doesn’t matter where you place the cards as long as you draw the same digits. Derrick says that the order in which you choose to place the digits does matter.
Who is correct? Why?
Direct Instruction for Whole Class: The whole class will be involved in the following learning experience:
1.
Writing numbers in word form, standard form, and expanded form.
2.
Comparing the value of 2 numbers.
3.
Determining how much a number changes when the digits are changed.
4.
Recording information
Group Work: (groups of 3 - 4)
Ask students to copy the color coded place value chart.
Give each student 8 – 10 plain M&Ms and 1 – 3 peanut M&Ms.
1) Instruct the students not to eat the M&Ms, but to put them in order from greatest to least using the assigned values on the chart.
2) Ask students to record the number represented by their M&M in standard form.
Example: 2 peanut M&Ms, 2 red, 1 blue, 0 yellow, 3 green, 1 orange, and 5 brown would represent the number 2,210,315.
3) Have students practice saying their number correctly to their teammates.
4) Ask students to :
Write their number in word form.
Write their number in expanded form.
Identify the place value of the number in the ten thousand’s place.
Tell students to make the following changes - the peanut M&Ms represent the ones, and the brown M&Ms represent the millions.
Have students repeat steps 1 – 4 above using their new number.
Questions to Ask:
Which number was larger? How do you know?
How did the value of your numbers change?
Would it be possible for your numbers to remain the same when you change the colors on the place value chart? How do you know?

Writing:
Have students answer the questions listed above in their Math journal.
Summarizer:
Answer the Task Description question on sticky notes and post on the classroom door on the way out .
Extension:
Change other place value columns and discuss how the value of the numbers has changed.
Ideas for Remediation:
Give students place value mats to help them organize the M&Ms.
Begin with fewer place value columns. Then as children gain understanding, add more place value columns until you have included all columns that match the standard.
Methods of Assessment:
Place value chart
Journal entry
Sticky Notes Summarizer peanut
M&Ms red
M&Ms millions hundred thousands
Standard form
Word form
Expanded form blue
M&Ms ten thousands
yellow
M&Ms green
M&Ms orange
M&Ms thousands hundreds tens brown
M&Ms red
M&Ms millions hundred thousands blue
M&Ms ten thousands
yellow
M&Ms green
M&Ms orange
M&Ms thousands hundreds tens
Standard form
Word form
Expanded form brown
M&Ms ones peanut
M&Ms ones