## Loading...

# What is my value?

Lesson 14 of 15

## Objective: SWBAT recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right.

## Big Idea: In this lesson students will use place value charts, and base tens to understand the value of digits in multi-digit numbers.

*40 minutes*

#### Warm Up

*10 min*

**Material: 4.NBT.1_SRplace-value-chart.pdf**

Some of my students seem to have a difficult time understanding place value and number sense. In this lesson I want to explore strategies they have already used to assist them with understanding.

To start I invite students to the carpet to brainstorm what material can be used to build a house. Several students say, wood, and other say they would use bricks. I want students to understand that they have to build a house in the same way they build numbers. It is important for students to understand that they are actually building the number 1,000.

**I place a large place value chart on the board to demonstrate how the digit values change as they are moved around in large numbers?** I write the number 3256 on the board, and ask students to tell me what number is in the hundreds place. (2) I enter the number two under the hundreds column, and write 200 on the board. I explain that the 2 represents two hundred instead of two because it is placed under the hundreds column. I write another number using the same number as before, however, I write 2356. I ask students what number is in the thousands place. (2) I enter the number two under the thousand place. I write 2000 on the board. I explain that the 2 represents two thousand because it is placed under the thousands. **Can anyone explain what determines the value of a digit?** Students explain that the value of the digit is determined by its place. Great Job!

**Mathematical Practices:**

MP.4. Model with mathematics.

MP.6. Attend to precision.

MP. 8. Look for and express regularity in repeated reasoning.

#### Resources

*expand content*

#### Activity Break

*10 min*

**Material: 4.NBT.1_SRplace-value-chart.pdf base10_tens_ones.doc**

In this portion of the lesson, I ask students to grab a partner. I explain that I will call out a number, and they will represent that number using base-tens. I say it is the same thing as building guys; you are going to actually see how numbers are build.

To start, I demonstrate how to build 2,459 on the board. First, I enter the number in the place value chart. As I write I explain the value of each digit. For instances, I say, I have 2 thousands, 4 hundreds, 5 tens, and 9 ones. Because my students are going to be using base-tens materials to build their numbers, I point to the material that correctly represents the value of each digit. I repeat this using two more numbers just to make sure students understand what to do. I encourage students to refer back to the chart on the board to help them determine the value of digits. To help them become better thinkers I ask them to explain why and how numbers increase and decrease in value according to where they are placed on a value chart. **Students explain that numbers grow in a 10 times a given number when moved one space to the left.**

**For struggling students, I encourage them to keep their place value chart handy to support their number**. For instances, they can enter the number on the chart before they build it using the base-ten material. This will allow students to be more precise in their work. All students are actively engage in their learning. When their time is up, I ask student volunteers to share their learning experiences with the rest of the class.

*expand content*

#### Independent Showcase values

*20 min*

**Material: Students indpendent assessment.docx**

In this portion of the lesson I want students to demonstrate what they have learned so far. Each student will explain the value of each digit in a given number. I encourage students to use notes that are on the board to help them determine the value of each digit. As students are working, I circle the room to check for understanding. I am careful not to interrupt students who appear to be working just fine.

But, I want to assist students who seem to struggle with answering the given questions. For instances, I may ask students to represent the value of certain digit using base-tens. Sometimes a visual explanation can help students determine the value a lot better than the number written in standard form. I continue to circle the room assisting as needed. I use students’ work samples and explanation to determine if additional practice is needed.

*expand content*

##### Similar Lessons

###### The Cup Half Full (day 1 of 3)

*Favorites(5)*

*Resources(26)*

Environment: Suburban

Environment: Suburban

###### Bank Teller & Representing Numbers Part 2

*Favorites(15)*

*Resources(48)*

Environment: Urban

- LESSON 1: Brushing Up on the Skills!
- LESSON 2: Numbers Just keep Changing!
- LESSON 3: Represent Me!
- LESSON 4: Does this make sense?
- LESSON 5: Full Capacity!
- LESSON 6: Distributing the Law!
- LESSON 7: Multiply Using the Basics
- LESSON 8: Break Downs
- LESSON 9: Detecting the Pattern
- LESSON 10: You've got Mail!
- LESSON 11: Step By Step!
- LESSON 12: How many people live in your state?
- LESSON 13: Writing out numbers!
- LESSON 14: What is my value?
- LESSON 15: Counting up the Cost!