Download Word Wall: tens, ones, collection, skip counting, how many, less than

Word Wall: tens, ones, collection, skip counting, how many, less than,
different, the same as. not the same as, more than, fewer than,
group, match, digit, altogether, number sentence,
strategy, double, combine, bridge, solve, subtract, addition
Activity Process – Place Value Chart – Thousands
Introduction
Students will revise standard partitioning and regrouping of three
digit numbers up to and over 1000.
1.
2.
Write a four digit number on the board, for example: 1362
Ask students: What does the 1 in this number mean?
Represent this using MAB or a bundle of 10 hundred frames.
Place this on the Place Value Chart. Place the digit to show
how many thousands. Find the place value arrow to represent
this number.
Ask students to add 100 more – what will change? Ask
students to represent this using materials and digits. Use to
constant function (+100) on the calculator to check their
answer.
3.
Ask: What does the 3 in this number mean? Represent this
using MAB or Tiny frames. Find the digit and the place value
arrow.
Repeat this process until you reach 900.
Ask: What will happen if I add 100 more?
Write the suggestions on the board. Model bundling 10 tiny
hundreds to make one thousand. Check the response on the
calculator.
4.
Repeat with the final two digits.
5.
Ask each student to select 4 digit cards and make a four-digit
number. Represent this number using MAB or Tiny frames,
digits and place value arrows. Represent the number in a
variety of ways on the whiteboard.
1.
Write 300 on the board. Students work in pairs to represent
this number using tiny hundreds or MAB 100s on their place
value chart. Use digits to represent the number of tiny
hundreds or MAB 100s. Enter this number on a calculator.
2.
Resources
•Tiny - Hundreds, Tens and Ones
•Place Value Chart - Thousands
•Rubber bands to bundle the tiny hundred frames.
•MAB materials – thousands hundreds tens ones
•Digits 0-9
•Place Value Arrows
•FISH Kit
Activity Process – Four-­‐digit numbers
Time / Classroom Organisation
This activity may be introduced in a small or whole group format.
Allow 20-30 minutes. MAGs 2.3.3 and 2.4.3 are pre-requisites to
this activity. Repeat often using a range of materials and allowing
students to represent their understandings in a variety of ways.
Increase the numbers as students are ready.
What strategy am
I using?
Australian Curriculum
Year level: Three
Apply place value to partition, rearrange and regroup numbers to at
least 10 000 to assist calculations and solve
problems (ACMNA053).
3.
4.
5.
4.
Keep adding 100 and record the responses on a whiteboard,
checking using the constant function on the calculator.
Variations and Extensions
1. Mastermind Place value game
Interactive Whiteboard Resources
http://www.ideal-resources.com.au/index.php
http://www.ictgames.com/abacusInteger.htm
Representing number
using an abacus
Write a mystery number on a card where only you can see it, for
example 8349. Have columns drawn up with thousands, hundreds
tens and units. Have the students put their hands up and say a
number, for example: 4218, using a number only once (do not have
two of the same number). Put the numbers in the right columns and
underneath each number write the corresponding code, a tick for
correct, a circle for right number wrong spot and a cross for wrong.
Have the students continue to guess until they solve your number by
elimination. The winning student can then have a turn.
Source: http://www.teachingideas.co.uk/maths/contents04number.htm
2. Place Value Cross the River Game
Resources: Cross the River worksheet and cards; markers; Place
Value Chart with Thousands, hundreds, tens, ones; MAB; deck of
cards with the tens and picture cards removed.
Cut out the activity cards, shuffle them and place face down in a stack.
Students pick up the top card; read the number aloud; find the
stepping stone with that number and cover it with a marker.)
Questions/Hints
If the student reads the number correctly
(e.g., two thousand and three) but
covers the wrong stepping stone
(e.g., 20003), then have him/her show 2003
on a PVC with MAB and use a playing card
to represent the digit in each place. Then ask him/her to find the
stepping stone that has the same number as shown by the cards.
http://www.crickweb.co.uk/ks2numeracy-tools.html
Contexts for learning
Play:
Highest Number – Use only the number cards from a pack of cards.
Deal four cards to each student. Ask students to arrange them their
cards to create the highest number possible. The students with the
highest number wins.
Investigation:
Display my number – Using base ten materials. Give students a
number e.g. 256. Ask them to use the material to show how many
different ways you can model the number (e.g. 256 ones, 25 tens
and 6 ones, 2 hundreds 1 ten and 15 ones etc.)
Real life experience:
• How old are you? Work out how old you are in weeks and days.
• Provide calculators. Ask students to enter 1243. Say: Wipe out
the 4. Students should enter -40. Repeat, emphasising the place
value of the digit to be ‘wiped out’
Routines and Transitions:
Select a number a week to analyse, for example: 1354.
Discuss the number after/before, 10 more/10 less, 100 more/100
less, place value, odd/even/ number in words and addition and
subtraction sums that equal the number.
Assessment
apply an understanding of place value and the role of
zero to read, write and order numbers up to four digits
• interpret four-­‐digit numbers used in everyday contexts
(U)
• First Steps in Mathematics – Number Course Book
Diagnostic Task – Lollies/Candies/Sweets
•
Source: First steps in Mathematics – Number Course Book , Government of
Western Australia: Churchlands p.49 - 51.
Background Reading
Place value is the key to understanding how we say, read, write and
calculate with whole numbers. It is the pattern in the way we put the digits
together that enables us to write an infinite sequence of whole numbers and
to easily put any two whole (or decimal) numbers in order.
Students have to understand the following important characteristics of our
place-value system.
The order of the digits makes a difference to the numbers, so 28 is different
from 82
The position (or place) of a digit tells us the quantity it represents; for
example, in 3526, the 2 indicates 2 tens or 20; but in 247, the 2 indicates 2
hundreds or 200.
Zero is used as a place holder. It indicates there is none of a particular
quantity and holds the other digits ‘in place’; for example, 27 means 2 tens
and 7 ones, but 207 means 2 hundreds, 0 tens and 7 ones.
There is a constant multiplicative relationship between the places, with the
values of the positions increasing in powers of ten, from right to left.
To find the quantity that a digit represents, the value of the digit is multiplied
by the value of the place; for example, in 3264, the 2 represents 200
because it is 2x100.
These characteristics are developed sequentially.
Source: First steps in Mathematics – Number , 2007. Rigby: Port Melbourne
p.52.
NAPLAN links
2008 Question 3 – Recognises a model of tens and ones as a
representation of a two digit number.
2008 Question 21 – Applies place value knowledge to compare
numbers.
Links to other MAG’s
3.2.3 – Place Value 2
2.3.3 – Place Value – 3
2.4.3 – Place Value - 4
Adapted for use in the Cairns Diocese with the permission of the
Catholic Educa7on Office Toowoomba