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The Value of a Number

The students will work in groups of 4-6 physically learning and reviewing place value.

Grade Level: 3 - 5th

Subject: Math

Length of Time: 1-2 Class Periods

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Common Core Alignment

CCSS.Math.Content.4.NBT.A.1 - 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. For example,
recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.

Objectives & Outcomes

The students will be able to identify the value of each digit in a given number from ones to
millions.

Materials Needed
Plain sheets of paper/cardboard, markers

Prepare ahead of time: Example sheets of paper with numbers, some with commas; each
place value written out on a sheet of the same size paper (ones, tens, hundreds, one-
thousands, ten-thousands, etc.) to be used as “labels”; a 7 to 9-digit number with meaning.

Procedure
Opening to Lesson
Display a 7 to 9-digit number for students to read aloud as a group or one student at a
time
Use a number with an interesting meaning (Distance from a planet to the Sun, etc.)
Ask students if they can guess the significance of the number
Allow students to identify the place value for each digit

Body of Lesson
Modeling
Hand out the example sheets of paper w/digits to several students
Have those students create a number while standing in front of the room
Call on students to read aloud the displayed number
Give the labels to other students to display correctly
Tel students they will be creating similar numbers in a group

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Guided Practice
Assign students to groups of 4-6
Distribute blank sheets of paper/cardboard and markers
Assign one student from each group to be the secretary to list at least 5 numbers the
group will display to the class
Instruct the students to create enough digits to display the numbers to the rest of the
class
Encourage students to work together and assure everyone in the group is able to read
each number and identify the value of each digit (Some may not be able to do this, but
the lesson will hopefully help those students understand place value better.)
Encourage students to start out with smaller numbers and progress to larger numbers
Once all groups are ready, create an order for each group to present the numbers in
front of the classroom
When a group first displays a number, the class will together read it aloud
As each group presents, the teacher will then choose randomly seated students to
label each digit’s place value by holding the label correctly under the number in the
display (Do this one digit at a time.)
Continue with the procedure until all groups have had a chance to display their
created numbers

Independent Practice
For homework, assign students a place-value worksheet, or have students find large
numbers with significance to read aloud to the class the next day, sharing the
information about the number

Closing
Discuss the importance of understanding place value, why numbers have different values,
etc.

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Assessment & Evaluation

Assess the in-class assignment or homework for understanding

Modification & Differentiation

Students may work in larger groups. Use the activity as a quiz/test for place value by
eliminating the class discussion, each group having 2 or 3 turns to display a number to be
identified and written out. Extend the lesson to billions, limit to one millions, etc. Do lesson
outdoors or in the gym where there is more space. Use different colored markers for
places.

Learn more about math teachers.

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