Unpacking a Standard

Standard: Number and Number Sense

3.1 The student will
a) read, write, and identify the place and value of each digit in a six-digit whole number, with and without models

What do students have to know How will they do it? What specific guidelines or What representations What vocabulary
and be able to do? parameters will they follow? will be used? will be new to
students?
1) The structure of the By using problem- Determine the value of each Written (students will Value
base-ten number system solving, mathematical digit in a six-digit whole have to identify the
is based upon a simple communication, number (e.g., in 165,724, the place value or specific Digit
pattern of tens, where mathematical 7 represents 7 hundred and numbers written on a
each place is ten times reasoning, connections, its value is 700) sheet of paper) Place value
the value of the place to and representations
its right. This structure, Verbal (teacher/ Number
known as a ten-to-one students will say
place value relationship, numbers aloud using Numeral
is helpful in comparing ten frame dice and
and ordering numbers. determine the place Standard form
2) Models that clearly value of specific
numbers) Expanded form
illustrate the
relationships among Compare
hundreds, tens, and
ones are physically
proportional (e.g., the
tens piece is ten times
larger than the one’s
piece)
3) Place value refers to the
value of each digit and
depends upon the
position of the digit in
the number. In the
number 7,864, the 8 is
in the hundreds place,

Virginia Department of Education 2017 Mathematics Institute

 and the value of the 8 is
eight hundred.

What are students’ common misconceptions?

• Viewing place value as the sum (ex: students may say that in the number 532 there are 500 ones, 30 ones, and 2 ones that make up the number,
which is true; however, the student is supposed to explain that there are 5 hundreds, 3 tens, and two ones.)
• Thinking zero is an empty set/ has no meaning/ is nothing
• Students may have difficulty representing a number when given a verbal description for each digit

Virginia Department of Education 2017 Mathematics Institute