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Comber P6 Place Value

Comber P6 Place Value. 08/09/2014. We hope to:. Show requirements/expectations P6 regarding Place Value Introduce the key concepts Introduce some activities Signpost resources to use at home. Requirements at P6. Level 4. • read, write and order whole numbers within 10 000 ;

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Comber P6 Place Value

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  1. Comber P6 Place Value 08/09/2014

  2. We hope to: • Show requirements/expectations P6 regarding Place Value • Introduce the key concepts • Introduce some activities • Signpost resources to use at home

  3. Requirements at P6 Level 4 • read, write and order whole numbers within 10 000; • use knowledge of place value to multiply and divide whole numbers by 10 and 100; • understand place value to two decimal places; • approximate within 10 000 to the nearest 10, 100 and 1000; • estimate answers to calculations and approximate by rounding • read, write and order whole numbers of any size; • use knowledge of place value to multiply and divide numbers by 10, 100 and 1000; • understand place value to three decimal places; • round decimals to the nearest whole number; Level 5

  4. What is Place Value? • In our decimal number system, the value of a digit depends on its place, or position, in the number. Each place has a value of 10 times the place to its right. • A number in standard form is separated into groups of three digits using commas. Each of these groups is called a period.

  5. What can we use to teach it?

  6. Problems in Teaching Place Value • The construction of the English number words from 1 to 60 is a mixture of strange rules which often cause confusion for children. • Correcting these initial place value problems is a language issue not a mathematical one. • The “ty” and the “teen” words need to be unpacked for children.

  7. Children need to make connections between the numeral symbols, the way they are read, and their representations in materials. For example the number 65: • See ‘65’ • Say in one way: sixty-five • Say in the other way: six tens and five ones • Do show 6 bundles and 5 loose sticks • Do 65 singles sticks Give children experiences at connecting these 3 forms. For example: Twenty + 31 = 58 + 4 tens = Seventy two + 14 =

  8. Key Place Value Concepts to Develop: • The fundamental place value issue is that ten units must be interchanged for one new unit. The zero place holder idea is significant but not the main problem. • Students need experiences initially making groups of tens by bundling and unbundling ten ones for one ten. • It is important that students know how to write a numeral; how to say the numeral in two ways; as well as how to model in two ways both as singletons and objects grouped as tens and ones

  9. Place Value Dice Game Place Your Values: • Roll a 0-9 dice. • Make the number using the counters. • Roll the dice again. Add this total to the previous using the counters - remember the “canon of place value” • Once you’ve reached a three digit number, STOP.

  10. PLACE VALUE

  11. Partner Work Use all the number cards below to make the largest possible number: 7 9 3 6 1

  12. TensTh Th H T U 6 1 9 3 7 3 1 9 7 6

  13. Learning Objective To know that each digit in a number represents a different place value

  14. Success Criteria I can identify the place value of a digit in a number

  15. Place Value • Whole numbers are made up of units, tens, hundreds, thousands and so on. • In the number 6325: • The digit 6 means six thousands • The digit 3 means three hundreds • The digit 2 means two tens • The digit 5 means five units In words, we write this as six thousand, three hundred and twenty-five.

  16. Place Value • In the number 2491: • The digit 2 means two thousands • The digit 4 means four hundreds • The digit 9 means nine tens • The digit 1 means one unit In words, we write this as two thousand, four hundred and ninety-one

  17. Place Value of Zero • In the number 6507: • The digit 6 means six thousands • The digit 5 means five hundreds • The digit 0 means nothing! • The digit 7 means seven units In words, we write this as six thousand, five hundred and seven

  18. Place Value • In the number 21943: • The digit 2 means two ten-thousands • The digit 1 means one thousand • The digit 9 means nine hundreds • The digit 4 means four tens • The digit 3 means three units In words, we write this as Twenty-one thousand, nine hundred and forty-three

  19. 94,634 What’s the place value of the digit 9? What digit goes in the Thousands column? 94,634 = + + + + How do we write this number in words?

  20. What’s the place valueof the underlined digit? • 48 • 90 • 264 • 902 • 7328 • 5039 • 86452 What number is 100 more than: 472 8793 21743 What number is 1000 more than: 8675 34612 221853

  21. Independent Work Remember to write and underline: • today’s short date (04.09.12) • today’s heading (Place Value) • The groups are… • If you finish…move on to the challenge!

  22. What’s the value of the underlined digit? • 45,936 FIVE THOUSANDS • 129,417 TWO TEN-THOUSANDS • 506,200 FIVE HUNDRED-THOUSANDS • 1,286,982 ONE MILLION • Put these numbers in descending order: 6925 6295 6592 5692

  23. Links to games – http://www.ictgames.com/arrowcards.html http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html http://www.mrnussbaum.com/placevaluepirates1.htm http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bead/index.htm http://www.bbc.co.uk/bitesize/ks2/maths/number/place_value_headings/play

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