comber p6 place value
DESCRIPTION
Comber P6 Place Value. 08/09/2014. We hope to:. Show requirements/expectations P6 regarding Place Value Introduce the key concepts Introduce some activities Signpost resources to use at home. Requirements at P6. Level 4. •read,writeandorderwholenumberswithin10000 ; - PowerPoint PPT PresentationTRANSCRIPT
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Comber P6 Place Value08/09/2014
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We hope to:
Show requirements/expectations P6 regarding Place Value
Introduce the key concepts
Introduce some activities
Signpost resources to use at home
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Requirements at P6
• read, write and order whole numbers within 10000;
• use knowledge of place value to multiplyand divide whole numbers by 10 and 100;
• understand place value to two decimal places;
• approximate within 10 000 to the nearest10, 100 and 1000;
• estimate answers to calculations andapproximate by rounding
• read, write and order whole numbers of anysize;
• use knowledge of place value to multiplyand divide numbers by 10, 100 and 1000;
• understand place value to three decimal places;
• round decimals to the nearest whole number;
Level 4
Level 5
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What is Place Value?
In our decimal number system, the value of a digit depends on its place, or position, in the number. Each place has a value of 10 times the place to its right.
A number in standard form is separated into groups of three digits using commas. Each of these groups is called a period.
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What can we use to teach it?
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Problems in Teaching Place Value
The construction of the English number words from 1 to 60 is a mixture of strange rules which often cause confusion for children.
Correcting these initial place value problems is a language issue not a mathematical one.
The “ty” and the “teen” words need to be unpacked for children.
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Children need to make connections between the numeral symbols, the way they are read, and their representations in materials.
For example the number 65: See ‘65’ Say in one way: sixty-five Say in the other way: six tens and five ones Do show 6 bundles and 5 loose sticks Do 65 singles sticks
Give children experiences at connecting these 3 forms. For example: Twenty + 31 =
58 + 4 tens =
Seventy two + 14 =
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Key Place Value Concepts to Develop:
The fundamental place value issue is that ten units must be interchanged for one new unit. The zero place holder idea is significant but not the main problem.
Students need experiences initially making groups of tens by bundling and unbundling ten ones for one ten.
It is important that students know how to write a numeral; how to say the numeral in two ways; as well as how to model in two ways both as singletons and objects grouped as tens and ones
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Place Value Dice Game
Place Your Values:
Roll a 0-9 dice. Make the number using the counters. Roll the dice again. Add this total to the previous using the
counters - remember the “canon of place value” Once you’ve reached a three digit number, STOP.
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PLACE VALUE
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Partner Work Use all the number cards below to
make the largest possible number:
7 1 96 3
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7 1 9
H T U
9 7 1
ThTensTh
6 3
36
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Learning Objective To know that each
digit in a number represents a
different place value
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Success Criteria
I can identify the place value of a
digit in a number
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Place Value Whole numbers are made up of units, tens, hundreds, thousands
and so on.
In the number 6325: The digit 6 means six thousands The digit 3 means three hundreds The digit 2 means two tens The digit 5 means five units
In words, we write this as six thousand, three hundred and twenty-five.
THOUSANDS
HUNDREDS TENS UNITS
6 3 2 5
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Place Value
In the number 2491: The digit 2 means two thousands The digit 4 means four hundreds The digit 9 means nine tens The digit 1 means one unit
In words, we write this as
two thousand, four hundred and ninety-one
THOUSANDS
HUNDREDS TENS UNITS
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Place Value of Zero
In the number 6507: The digit 6 means six thousands
The digit 5 means five hundreds
The digit 0 means nothing!
The digit 7 means seven units
In words, we write this as
six thousand, five hundred and seven
THOUSANDS
HUNDREDS TENS UNITS
6 5 0 7
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Place Value
In the number 21943: The digit 2 means two ten-thousands
The digit 1 means one thousand
The digit 9 means nine hundreds
The digit 4 means four tens
The digit 3 means three units
In words, we write this as
Twenty-one thousand, nine hundred and forty-three
TENTHOUSAND
S
THOUSANDS
HUNDREDS TENS UNITS
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94,634
What’s the place value of the digit 9?
What digit goes in the Thousands column?
94,634 = + + + +
How do we write this number in words?
Tens Thousands
THOUSANDS HUNDREDS TENS UNITS
9 4 6 3 4
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What number is 100 more than:
472879321743What number is 1000 more than:
867534612221853
What’s the place valueof the underlined digit?
• 48• 90• 264• 902• 7328• 5039• 86452
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Independent WorkRemember to write and underline:
today’s short date (04.09.12)
today’s heading (Place Value)
The groups are…
If you finish…move on to the challenge!
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What’s the value of the underlined digit?
45,936 FIVE THOUSANDS 129,417 TWO TEN-THOUSANDS 506,200 FIVE HUNDRED-THOUSANDS 1,286,982 ONE MILLION
Put these numbers in descending order:
6925 6295 6592 5692
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Links to games –
http://www.ictgames.com/arrowcards.html
http://www.crickweb.co.uk/ks2numeracy-properties-and-ordering.html
http://www.mrnussbaum.com/placevaluepirates1.htm
http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/bead/index.htm
http://www.bbc.co.uk/bitesize/ks2/maths/number/place_value_headings/play