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PLACE VALUE LEARNING

EXPERIENCES

Place Value GP 0
0. Not apparent/lack of
evidence of growth point 1
Not yet able to read, write,
interpret and order single digit
numbers.

Moving towards achieving

1. Reading, writing,
interpreting, and ordering
single digit numbers
Can read, write, interpret and
order single digit numbers.

Before Bingo
Materials: one bingo board per student, counters
Group size: Small group with teacher (or student) direction
What to do: Students choose four numbers between 0 and 10. Teacher (or other student) gives
number clues such as the number before 6, the number after 2 etc. Students cover their numbers
when called, until all numbers are covered and bingo is achieved.
Flowers by Number
Materials: number cards 1-9, small blackboards and chalk
Group size: whole-class, small group and pairs
What to do: Revise numbers 0-9. Hold up number cards and have children say the name of the
number, clap that many times and write giant numbers in the air. Place small blackboards and chalk
at stations around the room. In pairs, children visit each station. One child says a number between 1
and 9. Their partner writes the number they have just heard on the blackboard and then draws that
many trees or flowers. They then move on to the next station and change roles. Allow one minute
per station.
Number circuit:
Materials: outdoor obstacle materials and play equipment
Group size: whole class
What to do: Set up a number circuit outside, with 9 stations in locations such as the adventure
playground, oval and the sandpit. At each station, place illustrated instructions such as: 2 slides, 3
castles, 1 jump, and so on. Have children complete the circuit by performing the actions.

Place Value GP 1
1. Reading, writing,
interpreting, and ordering
single digit numbers
Can read, write, interpret and
order single digit numbers.

2. Reading, writing,
interpreting, and ordering
two-digit numbers
Can read, write, interpret and
order two-digit numbers.

Moving towards achieving

Biggest stand up
Materials: stickers numbered from 1 to number of students in class (e.g., 1-29 in a class of 29
students)
Group size: Whole Class
What to do: Students find a partner in the room. The student with the largest number stands up,
while the smaller number sits down. Share some pairs with class. Pairs then join with another pair to
make four. Again, order from smallest number sitting down to largest standing on toes. Share again
with whole class Discuss did students have to change their position when others joined in?
Combine groups of four, and continue until whole class is one large group in order from smallest to
largest.
Place value bingo
Materials: pre-prepared bingo cards with a selection of numbers from 10-99, counters

21

63

11

31

17

44

57

83

92

Group size: whole class, small group


What to do: the teacher calls out numbers according to the number of tens and ones e.g., 65 as 6
tens and 5 ones. When a number called matches a symbol, students cover that symbol with a
counter. First student to get 3 in a row in any direction wins.

Ring Ring
Materials: pages from a telephone book
Group size: Pairs or individual
What to do: Students select a telephone number at random and record on a piece of paper. They
then rewrite the digits in counting order. e.g 9 8 7 3 6 7 2 2 becomes 2 2 3 6 7 7 8 9

Place Value GP 2
2. Reading, writing,
interpreting, and ordering
two-digit numbers
Can read, write, interpret and
order two-digit numbers.

Moving towards achieving

3. Reading, writing,
interpreting, and ordering
three-digit numbers
Can read, write, interpret and
order three-digit numbers.

Numbers Up
Materials: pack of playing cards with only cards 1 9 included (Ace =1)
Group size: Pairs or small group
What to do: Each student is dealt two cards and uses these to make a two digit number. The person
with the highest number collects all of the cards for that round. Continue playing until all of the
cards in the pack are used. The student with the greatest number of cards wins.
Race to 100
Materials: 2 dice, hundreds chart
Group size: pairs
What to do: Each student takes a turn rolling one or two dice and moving that many spaces on the
hundreds chart. If they correctly predict their landing place before they move (without counting
squares!), then they can go one extra space as a bonus. The first person to reach or pass 100 wins the
game.
Roll it- make it expand it
Materials: 2x 0-9 dice, MAB hundreds, tens and units
Group size: small group, pair, individual
What to do: Students roll 2 dice and then form a 2-digit number from the digits rolled. They then
make this number using MAB and then draw their MAB representation. Lastly, they expand the
number according to its place value.
Variation: use 3 dice to make 3-digit numbers
Example:

Place Value GP 3
3. Reading, writing,
interpreting, and ordering
three-digit numbers
Can read, write, interpret and
order three-digit numbers.

Moving towards achieving

4. Reading, writing,
interpreting, and ordering
numbers beyond 1000
Can read, write, interpret and
order numbers beyond 1000.

Pass it On
Materials: pack of playing cards with only cards 1 9 included (Ace =1)
Group size: Small group
What to do: Shuffle cards and place face down in centre. One student deals four cards to each
player. Students aim to make the highest three digit number possible. Each player chooses to discard
one card into another centre pile, and pass one card on to the next player in a clockwise direction.
Players then use their three cards to make the highest three digit number possible. The winner of
each round collects all of the cards. Once all cards have been played, the overall winner, with the
most cards, can be calculated.

Pop Stick Bundles


Materials: icy pole sticks, rubber bands, two dice
Group size: Small group
What to do: Students take turns to roll both dice and calculate the total, and then collect that
number of icy pole sticks from the centre pile. When they are able to, they combine ten sticks into a
bundle with a rubber band and place to one side. After a set time (e.g. five minutes) students total
their piles by counting by tens and find the greatest number. Individual totals may be combined to
calculate a group total.
Roll it- make it expand it
Materials: 3x 0-9 dice, MAB hundreds, tens and units
Group size: small group, pair, individual
What to do: Students roll 3 dice and then form a 3-digit number from the digits rolled. They then
make this number using MAB and then draw their MAB representation. Lastly, they expand the
number according to its place value.
Variation: use 4 dice to make 4-digit numbers

Place Value GP 4
4. Reading, writing,
interpreting, and ordering
numbers beyond 1000
Can read, write, interpret and
order numbers beyond 1000.

Moving towards achieving

5. Extending and applying


place value knowledge
Can extend and apply
knowledge of place value in
solving problems

Number expanders:
Materials: thousands number expander templates, scissors, and pencils
Group size: individual, small group, or whole class
What to do: after cutting out the number expanders template, students fold the template along the
white areas and write a 4-digit number to be explored in more depth. For example, students write
4782 and then build this number using the correct MAB or writing 4782 in its expanded form.

Telephone Maths
Materials: page of telephone directory, calculator
Group size: Pairs
What to do: Each student randomly selects a telephone number from the listed directory e.g. 9842
6733. They then separate this telephone number into two four digit numbers. i.e. 9 842 and 6 733.
Students decide which of their two numbers is the greatest and using the calculator, subtract the
smaller number from this to find the difference. 9 842 6 733 = 3 109. The student with the smallest
difference scores one point and the activity is repeated with another telephone number. The first
student to score five points wins.
Dice Numbers
Materials: four dice
Group size: Individual or pairs
What to do:
Students throw four dice and use the numbers to make as many different four digit numbers as they
can. Students are asked to make:
An even number
An odd number
The largest possible number
The smallest possible number
Students order their numbers from largest to smallest. Partners check for accuracy.

Place Value GP 5
5. Extending and applying
place value knowledge
Can extend and apply
knowledge of place value in
solving problems

Moving towards achieving

6. Extending and applying


place value knowledge
Reading, writing and
interpreting numbers involving
millions, decimals and
fractions

Place Value Bingo:


Materials: none
Group size: Whole class
What to do: Each student records four five digit numbers on a piece of paper. Played like bingo, the
teacher gives clues to enable students to cross off their numbers.
Clues such as the ones below will all assess the students understanding of place value.
An even number
A number with a 7 in the hundreds column
A number greater than 80 000
Telephone Order
Materials: None
Group size: Whole Class
What to do: Teacher models with school telephone number. What is the highest number that can be
made using these eight digits? How do we say it? What is the lowest number? Approximate where
the middle between these two digits is. Can you make any numbers that are near to this mid-point?
Students record their own telephone number on paper. They then answer the same questions using
their own number.
The thousands game:
Materials: a set of A4 digit cards 0-9 and smaller versions of the cards for pair work
Group size: whole class and then pairs
What to do: Present the following task to the class by playing the game described in the problem.
After this students may work in pairs on the game, trying to solve who has the biggest number and
justify how they can prove it.
Whole class game/script:
Class 3 were playing a game. There were ten cards with the digits 0 to 9 on them.

These cards were put into a bag and players took out four cards and made a number out of them. At
first they made the highest number they could. Sinita took out

and made

Then they made the lowest number they could. Jamie took out

and made

"You can't put zero at the beginning of a number," objected Paul. The class discussed this and
decided that Jamie had made four hundred and fifty-seven.

Next they played to make the highest even number. Jill took out

and

Vincent took out


Who won?

Then they played to make the highest odd number. Belinda took out

and

Ali took out


Who won?

Next they played to make the lowest even number. Rohan took out

Ben took out


Who won?

and

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