Download 1 Place Value Strand: Number Place Value Strand

TOPIC
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Place
Place Value
Value
Curriculum Objectives
Strand:
Strand: Number
Number
Strand
unit:
Strand unit: Place
Place Value
Value
Curriculum Objectives
602.1 Identify place value in whole numbers. 1. Read and write the numeral 5.
2. Present sets to match numeral.
Looking back: What the 5th class programme covered
1. Reading, writing and ordering whole numbers to 99,999.
2. Identifying place value in whole numbers up to 99,999.
3. Rounding whole numbers to the nearest 10, 100 and 1,000.
Maths skills used in this topic
1. Applying and problem-solving: Apply mathematical concepts and processes, and plan and
implement solutions to problems, in a variety of contexts.
2. Communicating and expressing: Communicate and express mathematical ideas, processes
and results in oral and written form.
3. Integrating and connecting: Represent mathematical ideas and processes in different
modes: verbal, pictorial, diagrammatically.
Concrete materials
Squared paper, 100 square
Vocabulary
Unit, ten, hundred, thousand, tens thousand, hundred thousand, million,
place value, digit, number, zero, order, least, greatest, more, less, round,
insert, writing in expanded form, notation board, petitions
Teaching points
Show the children the importance of the place of each number in a given sequence, i.e. that the
value of each number depends on where it is placed. ‘Which would you rather win: €6, €60,
€600 or €6,000?’, ‘What is the value of the 3 in 23, 234, 342 and 6,374?’
Oral and mental activities
Choir of number:
Count forwards and backwards in 1s, 10s, 100s, 1,000s. Different groups
concentrating on a particular place value. The teacher is the conductor who
will indicate who is counting.
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Fans:
Show any 5 digits on the number fan and ask the children to show: (a) the smallest number they
can make; and (b) the largest number they can make. Show answers on their own fans. Questions
on multiplication and division tables. Call out 2 numbers, children show backward sequence, e.g.
call out ‘2, 4’ the children will show ‘4, 2’ on their fans. Increase the number of digits to 3 digits,
then 4 digits, then 5 digits.
Topic suggestions
1. Ask the children to suggest everyday situations that involve thousands, tens of thousands,
hundreds of thousands and millions of people or things. For example:
(a) people at a football match, All-Ireland final, hurling match
(b) fans at a music festival (e.g. Oxegen concert, O2 venue)
(c) passenger numbers on planes, trains, etc.
(d) football transfer fees
(e) number of words in a book
(f) number of minutes or seconds in a day/movie, etc.
2. Place value is a difficult concept for children. Please give adequate time to revise material
which has been learned in 4th and 5th classes, e.g. place value up to 99,999 which was
studied in 4th class and up to 999,999 which was studied in 5th class.
3. Revise the notation board with numbers up to 999,999. Classroom discussions, written
activities, reading from notation boards and drawing notation boards will prove very
beneficial for this purpose. The notation boards will show the relationship between the values
of the digits according to their place on the notation board.
4. Give the children plenty of time to practise writing large numbers in word form,
e.g. cheques, legal wills, etc.
5. Practise writing large numbers in expanded form to demonstrate understanding of place value.
Activity A
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
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Round the red car registration number to the nearest 10. (28,440)
What is the value of the 2 in the blue car registration number? (20)
Which digit is in the thousands place in the yellow car registration number? (3)
Insert the correct sign < or > between 13,208 and 28,437. (<)
Express the green car registration number in words. (four thousand, two hundred and
seventy-five)
Put the car registration numbers in order, starting with the smallest. (4,275, 13,208,
28,437, 36,924)
Round the blue car registration number to the nearest 100. (36,900)
What is the value of the 3 in the blue car’s 5-digit registration number? (30,000)
Which digit is in the 10,000 place in the yellow car registration number? (1)
What number is 2,000 greater than the red car registration number? (30,437)
Write the yellow car registration number in words. (thirteen thousand, two hundred and eight)
What number is 500 less than the green car registration number? (3,775)
Differentiation
Lower attainers:
Separate activity sheet
Higher attainers:
Separate activity sheet
Topic
Topic
1
1
1. What’s the number?
1. These numbers are written in expanded form. Write them in the usual shorter way.
(a) 700,000 + 60,000 + 7,000 + 9
_________________
(b) 6,000 + 3
_________________
(c) 20,000 + 4,000 + 600 + 30
_________________
(a) A 4 in the ten thousand place and an 8 in the hundreds place and a 9 in the millions place
and a 5 in the units place and a 2 in the thousands place and a 3 in the tens place and a 7 in
the hundred thousand place. ______________
(b) A 2 in the thousands place and a 6 in the tens place and a 7 in the hundreds place and a 3 in
(d) 800,000 + 20,000 + 3,000 + 40 + 7 _________________
(e) 40,000 + 700 + 40 + 2
the units place and a 9 in the ten thousands place and a 0 in the millions place and a 5 in the
_________________
hundred thousand place. ______________
2. Write the following numbers in figures.
(a) Twenty five thousand, seven hundred and five
_________________
(b) Nine thousand, one hundred and two
_________________
2.
Round to the ...
_________________
_________________
(b) 5,074,831
(e) Four hundred and thirty eight thousand and twelve
_________________
(c) 7,823,795
3. Show (i) the smallest number and (ii) the biggest number you can make with the following
Nearest 10
Nearest 10,000
3. Write these numbers in words:
numbers.
Smallest number
Nearest 100
(a) 6,845,628
(c) Six hundred and eight thousand and twenty one euro
(d) Two hundred and eighty five thousand, nine hundred and ten euro
(a) 4,852,703 _____________________________________________________________________
Biggest number
(b) 1,705,386 _____________________________________________________________________
(a) 8 5 7 3 2 8
(b) 2 7 9 4 7 4
(c) 5 8 5 3 8 9
4.
4. What is the value of the underlined digit?
(a) 46,893
______
______
(e) 1,695,738 ______
(g) 5,840,836 ______
(h) 2,790,628 ______
(c) 6,954,806 ______
(f) 756,483
______
(c) 1,475,307 ______
(b) 4,693,542 ______
(c) 3,719,392 ______
(a) 4, 9, 3, 0, 7, 5, 8
__________
© Folens Photocopiables
7. Round these numbers to the nearest 1,000.
(a) 2,642,906 ______
(b) 4,616,935 ______
(c) 5,386,184 ______
(d) 8,956,326 ______
(e) 7,424,862 ______
(f) 3,193,572 ______
Name: _______________________________________
Date: ___________________
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(b) 5, 9, 0, 3, 5, 1
__________
(d) 8, 6, 4, 5, 0, 3, 1 __________
6. Write the smallest number which you can make with these digits:
(a) 3, 6, 8, 0, 2, 4, 7, 1 __________
(b) 7, 3, 6, 0, 2, 4
(c) 3, 6, 8, 9, 2, 4
(d) 7, 0, 5, 2, 6, 1, 8 __________
__________
Name: _______________________________________
__________
Date: ___________________
© Folens Photocopiables
______
(c) 2, 5, 4, 9, 0, 1, 2, 6 __________
______
Increase by 10
5. Write the largest number which you can make with these digits:
(b) 347,282
6. Round these numbers to the nearest 100.
(a) 368,894
Decrease by 2
(b) 9,009,999
______
5. Round these to the nearest ten.
(a) 4,846
Increase by 1
(a) 3,789,999
(b) 489,875
(d) 6,495,396 ______
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Page 124: Place Value
Linkage
Number: Decimals, problem solving, operations (addition, subtraction, multiplication, division)
Integration
SESE History: Roman numerals
SESE Geography: World population, population of different countries and cities
English: Banking, writing cheques, numbers of sales of various items, anagrams, word positions
and word sequences, sentence sequencing in stories and paragraphs
Maths at home/parental involvement
1. Talk about attendances at large venues, the heights of mountains, depths of oceans and
seas, and the distance between cities, etc.
2. Examine news items for figures of deaths and casualties in natural disasters.
Notes
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