Place Value 

Designed by: Hope Darby     School: Pine Grove

Grade Level: fourth        Subject(s): Math

Core Curriculum Objective(s): Identify orally and in writing, the place value for each digit in a whole number expressed through millions. (4NR3-1)

Overview: The teacher will identify the place value of a number with seven digits. The teacher will explain how to read a number and give examples. Students will play a game similar to a ring toss to express numbers through the millions place. Students will toss a ring at a labeled soda bottle and use the number to create a seven-digit number. After they write the number with numerals they will write out the number in words.

Focus/Essential Question(s): How do you express number through the millions place?

Time Frame: 50 minutes

Resources/Materials: 

http://www.mentalarithmetic.net/place-value-chart.html 

For each group: 
9 soda bottles (each should be covered with construction paper and labeled 1-9) 
7 rings, each with a different place value (ones through millions) written in permanent marker

Culminating Assessment: The teacher will assess the numbers students wrote down. Give five points for Correct, 3 points for Attempted and no points for Not Attempted.

In addition to this rubric, teachers should use their own observations of the game to determine which students need further instruction for this skill.

Instructional Activities: 

The teacher should write the number 3, 456, 789 on the chalkboard. Tell students that the digits are grouped in threes. Each group is called a period (or family). The periods are named from left to right: millions, thousands, and ones. 

Explain that within each period the names are the same: hundreds, tens, and ones. The place value of any digit is ones, tens, or hundreds followed by the period name. 

Explain to students that they do not say the ones period when reading a number. Tell students that the number you wrote on the board should be read: three million, four hundred fifty-six thousand, seven hundred eighty-nine. Go over more examples and explain how to read a number with zero in it, such as 2, 046, 970 should be read: two million, forty-six thousand, nine hundred seventy. 

After practicing place value, allow students to divide into groups. Explain to students that they are going to play a game to help sharpen their place value skills. The bottles should be set up like bowling pins. Students should stand three feet back from the bottles. Students should take a ring and toss it at the bottles. They must write the number of the bottle in the place that corresponds to the place value on the ring. 

For example, if the ring that has ten thousands is thrown and lands on the number six, then six should be written in the ten thousands place. If the ring lands on the floor instead of a bottle, then a zero should be used in that place. Students should write the number they created with numerals. Then students should write out the number in words. While students are playing the game, monitor students to see if they understand the concept. If a student is struggling or doesn't understand, play the game with that group and demonstrate where each number would go. 

Have the student help determine where the numbers should be placed and then allow them to read the number to you. Assist the student in creating his/her own number. 

Give students that finish early an opportunity to go the web site: www.mentalarithmetic.net/place-value-chart.html. It is an interactive site, which allows students to practice their place value skills.