Place Value
2.1 The student will
a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models;
c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to)
This unit is split into two – place value to the tens place in the fall and place value to the hundreds place in the spring. The lessons on this page are for both units.
Read Aloud Books
a) read, write, and identify the place value of each digit in a three-digit numeral, using numeration models;
c) compare two whole numbers between 0 and 999, using symbols (>, <, or =) and words (greater than, less than, or equal to)
This unit is split into two – place value to the tens place in the fall and place value to the hundreds place in the spring. The lessons on this page are for both units.
Read Aloud Books
Videos
Numbers in the Teens (Have a Group of 10)
Numbers in the Teens (Have a Group of 10)
Activities
Bean Sticks
My favorite start to place value instruction is the creation of bean sticks. Using Popsicle sticks and kidney or Lima beans (dry, not cooked), students create their own version of base ten blocks.
We start with easier models, for example 7 tens and 3 ones equals 73.
Once students understand this, I move onto harder regrouping concepts, for example 6 tens and 13 ones equals 73. Students can group and trade ten beans for one stick.
Bean Sticks
My favorite start to place value instruction is the creation of bean sticks. Using Popsicle sticks and kidney or Lima beans (dry, not cooked), students create their own version of base ten blocks.
We start with easier models, for example 7 tens and 3 ones equals 73.
Once students understand this, I move onto harder regrouping concepts, for example 6 tens and 13 ones equals 73. Students can group and trade ten beans for one stick.
The Big Z
Another favorite game in our class is the Big Z. Here is a link to another version of the game (on page 14). Sadly it is not a real Z, but the effect is there.
Here are the directions:
The first portion of this unit fell perfectly on the week of Halloween, so we create candy corn place value models.
Comparing Numbers
To jump start comparing numbers, I like to have students compare the number 100 to 99. At first I just write 100 and 99 on the board. Students vote on which number is the largest.
Many students vote that 99 is larger than 100 because “9 is bigger than 1 and 0″ or “99 has two 9s and 100 only has a 1 and a 0.” This is a great visual to use base ten blocks and place value spaces to illustrate precisely why 100 is larger, even though the digits have a lower value than the 9s in 99.
Three place values trumps two.
Here is a super cute mini-poster about the alligator – Mr. Alligator Poster from Teacher Bits and Bobs.
Students create their own manipulative alligator mouths using index cards and brads.
Another favorite game in our class is the Big Z. Here is a link to another version of the game (on page 14). Sadly it is not a real Z, but the effect is there.
Here are the directions:
- Each student needs a game board, one die and one marker.
- In turn, each player puts a marker on any number on the board and then rolls a die.
- A player can move one space in any direction (vertically, horizontally, or diagonally) to a space that contains the number on the die.
- Points are determined by the place value of that number. For example: If a player’s marker is on 542 and he or she rolls a “6”, the player may move to 461. The score would be 60 points, since the “6” is in the ten’s place. If the move is to 625, the score is 600 points.
- Players take turns until each player has five turns. Students total their scores at the end of the game. High score wins.
The first portion of this unit fell perfectly on the week of Halloween, so we create candy corn place value models.
Comparing Numbers
To jump start comparing numbers, I like to have students compare the number 100 to 99. At first I just write 100 and 99 on the board. Students vote on which number is the largest.
Many students vote that 99 is larger than 100 because “9 is bigger than 1 and 0″ or “99 has two 9s and 100 only has a 1 and a 0.” This is a great visual to use base ten blocks and place value spaces to illustrate precisely why 100 is larger, even though the digits have a lower value than the 9s in 99.
Three place values trumps two.
Here is a super cute mini-poster about the alligator – Mr. Alligator Poster from Teacher Bits and Bobs.
Students create their own manipulative alligator mouths using index cards and brads.
Alligator Mouths
The alligator analog makes comparing numbers a little easier on students. The alligator eats the biggest number.
It’s important that students use the correct vocabulary (greater than, less than, equal to) for each sign. I like to remind them that the less than sign looks like an L on it’s side.
Number Maker
For this game, students need two sets of digit cards, one set of popsicle stick alligator mouths, and one game board. For two digit numbers, students pull three cards. For three digit numbers, students pull four cards.
Each partner makes the largest number possible. There will be a digit that can be discarded. (Students should catch on that this must be the lowest number.) Play continues for five rounds.
Number Maker Game Board
The alligator analog makes comparing numbers a little easier on students. The alligator eats the biggest number.
It’s important that students use the correct vocabulary (greater than, less than, equal to) for each sign. I like to remind them that the less than sign looks like an L on it’s side.
Number Maker
For this game, students need two sets of digit cards, one set of popsicle stick alligator mouths, and one game board. For two digit numbers, students pull three cards. For three digit numbers, students pull four cards.
Each partner makes the largest number possible. There will be a digit that can be discarded. (Students should catch on that this must be the lowest number.) Play continues for five rounds.
Number Maker Game Board