Place Value to Thousands

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Objective

SWBAT to read, write, and identify numbers through thousands.

Big Idea

This lesson addresses the foundational skill of place value through modeling.

Introduction

5 minutes

Building numbers relies on place value, and it doesn't just mean writing down different digits to build a number.  Each digit in a number has a different value.  I usually try to relate this to money.  If I have a \$1 how many pennies does it mean I have?  How many dimes?  If I have \$5 how many dollars do I have?  Would you rather have \$10 or \$1?  Each number has a value like money, and we have to know place value to understand numbers.

Mini Lesson

10 minutes

Together with the students, I start by labeling columns with thousands, hundreds, tens, and ones. I am writing so that it can be seen on the projector, and the students are using whiteboards.  I use K, H, T, O  beneath each of the words - thousands, hundreds, tens, and ones,  so students start seeing the ease of an abbreviation for place value.  I ask the students where would I write a single digit number. After reviewing a few single digit numbers on a chart, I increase to tens, hundreds, and finally thousands.  Then, I give the students random numbers including all place values.

To extend this idea, I also create models of these numbers using dots and/or base ten block numbers. This step of creating a diagram or using a manipulative to relate the value of the number to place value is critical for students' understanding how the value of a number changes.

Understanding place value is a key foundational skill in the Common Core Standards, and this skill supports success in all operations.