Part-part-whole/ Place Value PartioningWHOLE NUMBERS

Now and Next

Where are they now?

Identifies place value of digits in 2-digit numbers (eg 67 is 6 tens and 7 ones, or 67 ones)

Where to next?

Identifies place value of digits in 3-digit numbers (eg 467 is 4 hundreds, 6 tens and 7 ones)

Purpose

Understanding how to break numbers up in terms of place value, helps students to gain a deeper understanding of how number works and helps them to work out ways to mentally manipulate numbers.

Resources

Activities where students are encouraged to build physical models of numbers using place value ideas, help students to develop the place value idea.

 

Linked activitiesLinked Activities

  • download Straw bundling (Hundreds)
  • download MAB Sculptures
  • download Win a Block
  • download Highest Number (3 digit)
  • download Nasty Game

AssessmentAssessment

  • download What does my number look like?
  • download Beginning Place Value probe task

other resources References to Other Resources

 

 

Activities and Assessments

 

download Straw Bundling (to hundreds)

Straw Bundling (to hundreds)

Focus: Students explore the reiterated ten count by physically rearranging a pile of drinking straws and so begin to learn how our number system operates and why we write numbers the way we do.

How: See How to Learn about the Pattern of Number Using Straws instruction sheet


download MAB Sculptures

MAB Sculptures 

Focus: Building an understanding of how the base 10 and Place Value systems work together for numbers up to the hundreds.

How: See MAB Sculptures instruction sheet


download Win a block

Win a block

Focus: Building an understanding of the construction of three-digit numbers, with particular reference to the hundreds, ten and ones structure.

How: Students take turns spinning a ten spinner, collecting the corresponding number of small MAB cubes, and placing them in the ones column of the provided Hundreds, Tens and Ones table. Once the total number of cubes in this column reaches or exceeds ten, ten cubes are swapped for 1 MAB stick which is placed in the Tens column. Similarly, when the number of MAB sticks in the Tens column reaches or exceeds ten, ten sticks are swapped for one MAB flat, which is placed in the Hundreds column. The first student to make 10 flats (which is swapped for a block) is the winner. It helps if students keep a running total on a calculator, and continually check to make sure the digits on their calculators match the number of objects in the tens and ones columns of their table. Students should also be able to state and write the total (equivalent) number of small cubes at any time by looking at their playing board alone.

Download Win a Block game board

Download 1-9 Spinner

 

download Highest Number (three digit)

Highest Number (three digit)

Focus: Building an understanding that the position of a digit in a two-digit number determines its value.

How: Students are given nine playing cards, A - 9 or numeral cards 1 - 9, and a Tens and Ones table. They take turns spinning a 1-9 spinner. They then take a card corresponding to the number spun and place it on either the tens or the ones coulumn on their chart. If the spin the same number on their second turn, they are asked to spin again. After two rounds, each student should have a two digit number. The students who has the highest number wins. It is important to get the students' views on who has the highest number and why. It is also useful to discuss strategy with the students, for example if they spun an eight on the first spin, would it be best to place the card be placed in the tens or ones column?

Variation (Nasty Game): Once they have spun the spinner, students are allowed to put their corresponding card on anyone's sheet in any unused column, not just their own.

Download Highest Number board

Download Highest Number spinner

Download numeral cards

 

download Assessment - What my number looks like

Assessment - What my number looks like

An appropriate number (for the stage of the student) is written in the centre of the sheet – the student then must try to make the number in a number of different ways (as indicated on the sheet.)

Download ‘What my number looks like’ sheet

Download ‘What my number looks like’ Assessment Rubric

 

download Assessment - Beginning Place Value (from BCC research project)

Assessment - Beginning Place Value (from BCC research project)

A more intensive dignostic exercise designed to be carried out on single students in order to determine their working understanding of the Place Value idea.

Download Beginning Place Value probe task instruction sheet

 

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