Mary Ciotta Subject: Math Activity: Place Value Setting: Resource Room #of students: 1-4

Common Core: CCSS.Math.Content.4.NBT.A.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons. Objective(s): Student will write the expanded notation of a 4 digit numbers identify the correct amount of thousands, hundreds, tens, and ones using a dry erase board and/or base 10 pieces 5 out of 7 times. Materials: base 10 pieces, dry erase boards/ markers, place value mats, Whats my numbers cards? Opening: MIX AND FIX- Using the place value mats mix up the place value cards. Have students place the cards in the correct order. When complete as a group review the order: Ones, tens, hundreds, thousands, ten thousands, hundred thousands, millions. Remind students we read numbers left to right just like reading a book. BUT when we identify place values for whole numbers we start with the ones on the right then work our way to the left. Presentation: Today we are going to build 3 digit numbers and identify the numbers in the ones, tens, and hundreds place values. After building the standard notation of numbers you are going to create the expanded notations of the numbers. First we are going to review our place value order to the millions Then we will create are number cards and build numbers Next we will write the expanded notation of the numbers created

Guided Practice: Provide students with cards that have the numbers: 0, 1, 4, 5, 7, 9.

(Say the following number aloud and have students use their cards to make it: 914. Ask a volunteer to state the digits that make up the number. Then ask students the following questions about the number: - What is the value of the 4 in this number? - Which digit is in the hundreds place? - How many tens are in this number?) I Do- I need to make the number 914. When I read the number I say, nine- hundred and fourteen so I know the 9 is in the hundreds place value. Now fourteen, well I know that the number 14 is like 10 plus 4 and if I think back to my place value board I know that to the right of the hundreds there is the tens place. That means 1 is in the tens place and 4 is in the ones place. So I have 4 ones, 1 ten, and 9 hundreds. 914 is the standard notation. I want to write the expanded notation now. Well I know there are 9 hundreds (900) and I can add 14 to that number..914. 900 + 14 = 914 BUT WAIT!!! I think I can break down the number 14 more. I can! Into 1 ten or (+10) and then 4 ones or +4. Now I have 900 + 10 + 4 = 914

Mary Ciotta We DO- Say the following number aloud and have students use their cards to make it: 5,091. Ask a volunteer to state the digits that make up the number. Then ask students the following questions about the number: - What is the value of the 5 in this number? - Which digit is in the ones place? - How many thousands are in this number? - What is the value of the 0 in this number? Lets use what we know about the place values of the numbers to help us show 5,091 in expanded notation! Say the following number aloud and have students use their cards to make it: 49,175. Ask a volunteer to state the digits that make up the number. Then ask students the following questions about the number: - What is the value of the 7 in this number? - What is the value of the 4 in this number? - Which digit is in the thousands place? - Which digit is in the hundreds place? - How many ones are in this number? Lets use what we know about the place values of the numbers to help us show 49,175 in expanded notation!
Independent Practice:

Have the students make the following numbers one at a time. Then, together write the expanded form of each number. 719; 5,947; 9, 603
Closing: End the lesson by having students create a place value chart in their math journals.