Place Value 19_Overview of Learning Plan
(Year 4) ACMNA072, ACMNA073, NSW MA2-4NA
Five-digit numbers - place value, partition, order, count by 100s, 1000s.
Resources: cards, pencil, paper
Children:
Place
value of  describe standard and
five -digit
non-standard place
numbers.
value of five -digit
numbers, for example,
Children
 ask one another questions about place value of five-digit
numbers, for example:
 How could we describe five-digit numbers using standard
place value?
 How could we describe five-digit numbers using non-standard
place value?
Partition  partition five-digit
numbers using
five -digit
standard and nonnumbers.
standard place value,
and non-place value,
for example,
Order
five -digit  order five -digit numbers using place value, for example,
numbers.
Count by
100s,
1000s
from
five-digit
numbers

How could we partition five-digit numbers using standard
place value?
 How could we partition five-digit numbers using non-standard
place value?
 How could we partition five-digit numbers using non- place
value?

 count forwards and backwards by 100s and 1000s from five-digit
numbers, for example,
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
How could we order five-digit numbers using place value?

What happens to the ones digit when we count forwards /
backwards by 100s / 1000s from five-digit numbers? Why?
 What happens to the tens digit when we count forwards /
backwards by 100s / 1000s from five-digit numbers? Why?
 What happens to the hundreds digit when we count forwards
/ backwards by 100s / 1000s from five-digit numbers? Why?
 What happens to the thousands digit when we count forwards
/ backwards by 100s / 1000s from five-digit numbers? Why?
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
1
Place Value 19_Explicit Learning Plan
(Year 4) ACMNA072, ACMNA073, NSW MA2-4NA
Explain standard, non-standard place value of five-digit numbers.
Partition five-digit numbers using standard and non-standard place value and non-place value.
Read, order five-digit numbers using place value.
Count forwards and backwards by 100s and 1000s on and off the decade, hundred and thousand from five-digit numbers.
Resources: cards, pencil, paper
EXPLICIT LEARNING
What could we do?
Focuses
children’s
Children think about, talk and listen to a friend about, then have the
thoughts on the opportunity to share what they already know.
concept, exposing
current
understanding and
any
misconceptions.
Reviews standard
and non-standard
place value of
four-digit
numbers. (Place
Value 17)
Record the number 124 in the place value chart, for example,
1
2
4
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
8
What language could we use to explain and ask questions?
►
Today brings an investigation about place value.
►
What do you know about place value?
►
Talk about place value with a friend.
►
Is anyone ready to share what they are thinking about
place value?
►
We’ve investigated four-digit whole numbers.
►
And we found that four-digit whole numbers are
thousands, hundreds, tens and ones.
►
We recorded four-digit numbers in a place value chart.
►
We investigated standard place value of four-digit
numbers.
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
2
Record standard place value of four-digit numbers, for example, 1248
= 1 thousand + 2 hundreds + 4 tens + 8 ones.
►
And we found that 1248 is 1 thousand and 2 hundreds and
4 tens and 8 ones.
Record non- standard place value of four-digit numbers, for example,
►
We investigated non-standard place value and found that
1248 is also 12 hundreds and 4 ones, and 124 ones.
►
We found that we can read place values across columns.
►
We found that 10 can be seen in 2 ways.
►
We can see 10 as 1 ten and as 10 ones.
1248 = 12 hundreds + 4 ones, + 124 ones
1248 = 12 tens + 4 ones
1248 = 124 ones
Display the place value chart, running your finger along the 1 in the
thousands column and the 2 in the hundreds column, then up to the
word ‘hundreds’ to demonstrate that the place value chart says 12
hundreds, for example,
1
2
4
8
Reviews seeing 10 Display the place value chart, pointing to the 1 ten, and then running
in 2 ways. (Place your finger along the 1 in the tens column and the 0 in the ones
Value 11)
column, then up to the word ‘ones’ to demonstrate that the place
value chart says 10 ones, for example,
Record, for example,
10 = 1 ten
1
0
10 = 10 ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
3
Reviews seeing
100 in 3 ways.
(Place Value 15)
Display the place value chart, pointing to the 1 hundred, then running
your finger along the 1 in the hundreds column and the 0 in the tens
column, then up to the word ‘tens’ to demonstrate that the place
value chart says 10 tens, then running your finger along the 1 in the
hundreds column and the 0 in the tens column, and the 0 in the ones
column, then up to the word ‘ones’ to demonstrate that the place
value chart says 100 ones for example,
Record, for example,
1
0
►
We found that 100 can be seen in 3 ways.
►
We can see 100 as 1 hundred, as 10 tens and as 100 ones.
►
We found that 1000 can be seen in 3 ways.
►
We can see 1000 as 1 thousand, as 10 hundreds, as 100
tens and as 1000 ones.
0
100 = 1 hundred
100 = 10 tens
100 = 100 ones
Reviews seeing
1000 in 4 ways.
(Place Value 17)
1
0
0
Display the place value chart, running your finger along the 1 in the
thousands column and the 0 in the hundreds column, then up to the
word ‘hundreds’ to demonstrate that the place value chart says 10
hundreds, for example,
1
0
0
0
Record, for example, 1000 = 1 thousand
1000 = 10 hundreds
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
4
Display the place value chart, running your finger along the 1 in the
thousands column and the 0 in the hundreds column, and 0 in the
tens column, then up to the word ‘tens’ to demonstrate that the
place value chart says 100 tens, for example,
1
0
0
0
Record, for example, 1000 = 1 thousand
1000 = 10 hundreds
1000 = 100 tens
Display the place value chart, running your finger along the 1 in the
thousands column and the 0 in the hundreds column, and 0 in the
tens column, and 0 in the ones column, then up to the word ‘ones’ to
demonstrate that the place value chart says 1000 ones, for example,
1
0
0
0
Record, for example, 1000 = 1 thousand
1000 = 10 hundreds
1000 = 100 tens
1000 = 1000 ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
5
Introduces
standard and nonstandard place
value of five-digit
numbers. top
Introduces the
value of the
column to the left
of the thousands
column using
multiplicative
place value.
Display a multiplicative place value chart, for example,
Add a column to the left of the thousands column, record an arrow
and x 10 above it, and 10 thousands in the column. Record an arrow
from the 10 thousands column to the right and record ÷ 10 below it,
for example,
Introduces 5 ways Record 10 000 in the place value chart, for example,
to see 10 000.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
►
We investigated multiplicative place value.
►
And we found that we are multiplying by 10 to get the
values of the columns on the left.
►
And we are dividing by 10 to get the value of the columns
on the right..
►
Today we’re going to investigate place value of numbers
with 5 digits.
►
How will we work out the value of the column to the left
of the thousands column?
►
Will we multiply by 10?
►
What is 1000 times 10?
►
Is 1000 times 10, 10 thousand?
►
What will we divide 10 thousand by to get the value of the
column on the right?
►
Will we divide by 10?
►
If we divide 10 thousand by 10, will have 1 thousand?
►
The first whole number with 5 digits is 10 000.
►
How many ways do you think we can see 10 000? Let’s
investigate!
►
Let’s record 10 000 in a place value chart.
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
6
Introduces seeing
10 000 as 1 tenthousand.
►
How could we describe 10 000 using place value?
►
How many 10 thousands?
►
Could we describe 10 000 using standard place value as 1
ten thousand?
►
Can you see the 1 ten thousand?
►
How many thousands?
►
Can you see the 10 thousands in 10 000?
►
Does place value show us that 10 thousand, is 10
thousands?
►
Could we describe 10 000 using non-standard place value
as 10 thousands?
►
How many hundreds?
►
Can you see the 100 hundreds in 10 000?
►
Does place value show us that 10 thousand, is 100
hundreds?
►
Could we describe 10 000 using non-standard place value
as 100 hundreds?
Record, for example, 10 000 = 1 ten-thousand
Introduces
reading across
place value
columns to
identify 10 000 is
10 thousands.
Record, for example, 10 000 = 10 thousands
Introduces
reading across
place value
columns to
identify 10 000 is
100 hundreds.
Record, for example, 10 000 = 100 hundreds
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
7
Introduces
reading across
place value
columns to
identify 10 000 is
1000 tens.
Introduces
reading across
place value
columns to
identify 10 000 is
10 000 ones.
►
How many tens?
►
Can you see the 1000 tens in 10 000?
►
Does place value show us that 10 thousand is 1000 tens?
►
Could we describe 10 000 using non-standard place value
as 1000 tens?
►
How many ones?
►
Can you see the 10 000 ones in 10 000?
►
Does place value show us that 10 thousand is 10 000
ones?
►
Could we describe 10 000 using non-standard place value
as 10 000 ones?
►
Can we see 10 000 in 5 ways?
Record, for example, 10 000 = 1000 tens
Record, for example, 10 000 = 10 000 ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
8
Select 5 cards to make a five-digit number with the ones, tens,
Introduces
standard and non- hundreds, and thousands overlapping, for example,
standard place
value of five-digit
numbers.
►
I’m going to make a five-digit number.
►
When we make a five-digit number with cards, we overlap
the ones and the tens, hundreds and thousands, like this.
►
What five-digit number did we make?
►
Did we make 51 248?
►
Let’s record 51 248 in a place value chart.
►
How could we describe 51 248 using standard place value?
►
Could we describe 51 248 using standard place value as 5
ten-thousands and 1 thousand and 2 hundreds and 4 tens
and 8 ones?
►
How could we describe 51 248 using non-standard place
value?
►
How many thousands?
►
Are there 51 thousands?
►
Could we describe 51 248 using non-standard place value
as 51 thousands and 2 hundreds and 4 tens and 8 ones?
Record the number 51 248 in the place value chart, for example,
Record, for example,
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
Display the place value chart, running your finger along the 5 in the
ten-thousands column and the 1 in the thousands column, then up to
the word ‘thousands’ to demonstrate that the place value chart says
51 thousands, for example,
Record, for example,
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
51 248 = 51 thousands + 2 hundreds + 4 tens + 8 ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
9
Display the place value chart, running your finger along the 5 in the
ten-thousands column, the 1 in the thousands column and the 2 in
the hundreds column, then up to the word ‘hundreds’ to
demonstrate that the place value chart says 512 hundreds, for
example,
Record, for example,
►
How else could we describe 51 248using non-standard
place value?
►
Could we describe 51 248 using non-standard place value
as 512 hundreds and 4 tens and 8 ones?
►
How else could we describe 51 248 using non-standard
place value?
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
51 248 = 51 thousands + 2 hundreds + 4 tens + 8 ones
51 248 = 512 hundreds + 4 tens + 8 ones
Display the place value chart, running your finger along the 5 in the
ten-thousands column, the 1 in the thousands column, the 2 in the
hundreds column and the 4 in the tens column, then up to the word
‘tens’ to demonstrate that the place value chart says 512 hundreds,
for example,
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
10
Record, for example,
►
Could we describe 51 248 using non-standard place value
as 5124 tens and 8 ones?
Display the place value chart, running your finger along the 5 in the
ten-thousands column, the 1 in the thousands column, the 2 in the
hundreds column and the 4 in the tens column, then up to the word
‘tens’ to demonstrate that the place value chart says 512 hundreds,
for example,
►
How else could we describe 51 248 using non-standard
place value?
Record, for example,
►
Could we describe 51 248 using non-standard place value
as 51248 ones?
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
51 248 = 51 thousands + 2 hundreds + 4 tens + 8 ones
51 248 = 512 hundreds + 4 tens + 8 ones
51 248 = 5124 tens + 8 ones
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
51 248 = 51 thousands + 2 hundreds + 4 tens + 8 ones
51 248 = 512 hundreds + 4 tens + 8 ones
51 248 = 5124 tens + 8 ones
51 248 = 51248 ones
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
11
Record, for example,
►
How else could we describe 51 248 using non-standard
place value?
51 248 = 50 thousands and 124 tens and 8 ones
►
Could we describe 51 248 as 50 thousands and 124 tens
and 8 ones?
51 248 = 50 thousands and 12 hundreds and 4 tens and 8 ones
►
Could we describe 51 248 as 50 thousands and 12
hundreds 4 tens and 8 ones?
51 248 = 40 thousands and 22 hundreds and 48 ones
►
Could we describe 51 248 as 40 thousands and 22
hundreds and 48 ones?
51 248 = 5 ten-thousands + 1 thousand + 2 hundreds + 4 tens + 8
ones
51 248 = 51 thousands + 2 hundreds + 4 tens + 8 ones
51 248 = 512 hundreds + 4 tens + 8 ones
51 248 = 5124 tens + 8 ones
51 248 = 51248 ones
Allow children time now to engage in guided and independent investigation of
describing standard and non-standard place value of five-digit numbers.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
12
Introduces
partitioning fivedigit numbers
using standard
place value, and
non-place value.
Children think about, talk and listen to a friend about, then have the
opportunity to share what they already know.
►
Today brings an investigation about partitioning.
►
What do you know about partitioning?
►
Talk about partitioning with a friend.
►
Is anyone ready to share what they are thinking about
partitioning?
►
We’ve investigated partitioning single-digit numbers, twodigit numbers, tens numbers and three-digit numbers.
►
And we found that we could partition single-digit
numbers, teen numbers, two-digit numbers, tens numbers
and three-digit numbers into 2 parts, or 3 parts, or more
parts.
►
We recorded partitions.
►
And we found that we could partition teen numbers, twodigit numbers and three-digit numbers without using
place value.
►
And using standard and non-standard place value.
top
Record, for example,
Reviews
partitioning
single-digit and
teen numbers
(Place Value 8), Record, for example,
two-digit numbers
(Place Value 11),
tens numbers
(Place Value 13), Record, for example,
three-digit
numbers (Place
Value 15), and
four-digit
Record, for example,
numbers (Place
Value 17).
Record, for example,
5
5
5
5
1+4
2+3
3+2
4+1
15
15
15
15
1 + 14
3 + 12
4 + 11
5 + 10
50
50
50
50
10 + 40 20 + 30
30 + 20 40 +10
74
74
74
74
73 + 1
68 + 6
70 + 4
14 +60
483
483
483
483
480 + 3
13 + 470
482 + 1
425 + 58
Record, for example,
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
13
Select 5 cards to make a five-digit number, for
example,
►
Let's investigate partitioning five-digit numbers.
►
What number is this?
►
Is this 51 248?
►
How could we partition 51 248 into 5 parts using
standard place value?
►
How could we record this partition?
►
How could we partition 51 248 into 5 parts using nonstandard place value?
►
How could we record this partition?
Children suggest how we could partition 51 248 into 2 parts, for
example, 51 000 and 248
►
How could we partition 51 248 into 2 parts using nonstandard place value?
Record, for example,
►
How could we record this partition?
Children suggest how we could partition 51 248 into 2 parts, for
example, 4835 and 1
►
How could we partition 51 248 into 2 parts without using
place value?
Record, for example,
►
How could we record this partition?
Children suggest how we could partition 51 248 into 5 parts using
standard place value, for example, 50 000 and 1000 and 200 and 40
and 8.
Record, for example,
51 248
50 000 + 1000 + 200 + 40 + 8
Children suggest how we could partition 51 248 into 5 parts using
non-standard place value, for example, 40 000 and 11000 and 100
and 140 and 8.
Record, for example,
51 248
40 000 + 11000 + 100 + 140 + 8
51 248
51 000 + 248
51 248
51 247 + 1
Allow children time now to engage in guided and independent investigation of
partitioning four-digit numbers.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
14
Children think about, talk and listen to a friend about, then have the
Introduces
ordering five-digit opportunity to share what they already know.
numbers top
Reviews ordering
four-digit
numbers using
place value.
(Place Value 17)
►
Today brings an investigation about ordering numbers
using place value.
►
What do you know about ordering numbers using place
value?
►
Talk about ordering numbers using place value with a
friend.
►
Is anyone ready to share what they are thinking about
ordering numbers using place value?
►
We’ve investigated ordering four-digit numbers using
place value.
►
And we found that we could look first at the thousands,
hundreds, then the tens, then the ones to order the
numbers.
►
Let's select 5 cards to make a five-digit number.
►
What number did we make?
►
Did we make 51 248?
►
Let's place our cards into a place value chart.
Record, for example,
1268
1368
1468
Select 5 cards to make a five-digit number, for example, 51 248
Place the cards in the
place value chart and
record the number 51
248, for example,
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
15
►
How could we describe 51 248 using standard place value?
Record, for example, 51 248, 5 ten-thousands + 1 thousand + 3
hundreds + 6 tens + 8 ones
►
Is 51 248, 5 ten-thousands and 1 thousand and 3 hundreds
and 6 tens and 8 ones?
Record an open empty number line, for example,
►
Let's record an open empty number line
Record a mark and 51 248near the centre of the number line, for
example,
►
Let's place 51 248in the centre of the number line.
►
If this is where 51 248is on our number line, where would
1468 be?
►
Why would 51 348 be on the right of 51 248?
►
Is it because 51 378 is a hundred higher than 51 248?
►
In which direction do numbers get higher on a number
line?
►
Do numbers get higher as we move to the right?
►
Where would 51 148 be?
►
Why would 51 148 be on the left of 51 248?
►
Is it because 51 148 is a hundred lower than 51 248?
►
In which direction do numbers get lower on a number
line?
►
Do numbers get lower as we move to the left?
►
Are 51 148 and 51 348 the same distance from 51 248?
►
Why?
►
Are 51 148 and 51 348 both 100 apart from 51 248?
►
Are we adding 100 to 51 248 to get 51 348?
►
Are we subtracting 100 from 51 248 to get 51 148?
51 248
Record a mark and 51 348 to the right of 51 248, for example,
51 248
51 348
Record a mark and 51 148 to the left of 51 248, for example,
51 148
51 248
51 348
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
16
Reviews every
number has a
unique position on
a number line.
(Place Value 15)
Record a mark and 1275 to the right of 1268, for example,
51 148 51 175 51 248
51 348
Record a mark and 1618 on the right end of the number line, for
example,
51 148 51 175 51 248
51 348
51 498
Allow children time now to engage in guided and independent investigation of
ordering four-digit numbers on a number line.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
►
Is this the only place that 51 148 could be?
►
Is this the only place that 51 348 could be?
►
What number could we place between 51 148 and 51
248?
►
Could we place 51 175 between 51 148 and 51 248?
►
Where would 51 175 go?
►
Would it be closer to 51 148, or closer to 51 248?
►
Would it be close to 51 148?
►
Is 51 175, only 27 more than 51 148?
►
Let’s place 51 175 on the number line.
►
What number could we place close to the right end of the
number line?
►
Let’s look at the size of the space between 51 248 and 51
348.
►
Now let’s look at the size of the space between 51 348 and
the end of the number line.
►
Is the space between 51 348 and the end of the number
line about 1 and a half times as long as the space between
51 248 and 51 348?
►
Could we place a number that is about 150 higher than 51
348 on the right end of the number line?
►
What number is 150 higher than 51 348?
►
Is 51 498, 150 higher than 51 348?
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
17
Children think about, talk and listen to a friend about, then have the
Focuses
opportunity to share what they already know.
children’s
thoughts on the
concept, exposing
current
understanding and
any
misconceptions.
►
Today brings an investigation about counting by 100s.
►
What do you know about counting by 100s?
►
Talk about counting by 100s with a friend.
►
Is anyone ready to share what they are thinking about
counting by 100s?
Reviews counting
forwards by 100s
from four-digit
numbers is
repeatedly adding
100. (Place Value
17)
►
We’ve investigated counting forwards from four-digit
numbers.
►
And we found that when we count forwards by
hundreds, we are adding 100 each time.
Introduces
Record 47 465 on the left end of the number line, for example,
counting forwards
by 100s and
47 465
1000s from a
five-digit number
off the hundred
and decade top
►
Let's investigate what's happening when we count
forwards by hundreds from a four-digit number.
►
Let's record counting forwards by 100s from 47 465, on a
number line.
►
When we count forwards by 100s, how many are adding
each time?
►
Are we adding 100 each time?
►
Let's start from 47 465 and add 100.
►
What number will we land on?
►
Will we have 1 more hundred?
►
Will we land on 47 565?
Record a jump and +100 above it and a mark and 47 565 where it
lands, for example,
+100
47 465
47 565
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
18
Record a jump and +100 above it from 100 on the number line, and
record a mark and 47 665 where the jump lands, for example,
+100
47 465
+100
47 565
47 665
Repeatedly add 100 on a number line as children count forwards by
100s, for example,
+100
+100
47 465 47 565
+100
47 665
+100
47 765
47 865
47 465 47 565
+100
47 665
+100
47 765
►
What number will we land on?
►
Will we have 1 more hundred?
►
Will we land on 47 665?
►
Let’s repeatedly add 100 as we count forwards by 100s.
►
We’ve investigated which digits change when we count
forwards by hundreds from four-digit numbers.
►
And we found that the hundreds digit goes up by 1 each
time because we are adding 1 hundred each time.
►
We found that because we can see 100 as 1 hundred,
zero tens and zero ones, that the tens digit never
changed because we are adding zero tens.
►
And we found that because we can see 100 as 1 hundred,
zero tens and zero ones, that the ones digit never
changed because we are adding zero ones.
►
Let’s investigate how the digits in five-digit numbers
change as we add 100s.
►
What is happening to the ones digit when we add 100?
47 965
Underline the ones digit in the numbers below the number line, for
example,
+100
Let's add 100 to 47 565.
+100
Reviews 100 is 1
hundred and zero
tens and zero
ones (Place Value
15)
+100
►
+100
47 865
47 965
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
19
Introduces that
because we can
see 100 as 1
hundred, zero
tens and zero
ones, that the
ones digit will
never change
because we are
adding zero ones.
Underline the ones digit in the numbers above the jumps, for
example,
+100
+100
47 465 47 565
+100
47 665
+100
47 765
+100
47 865
►
We had 5 ones, we added 100, still had 5 ones, we added
100, we still had 5 ones, we added 100, we still had 5
ones ...
►
Why doesn’t the ones digit change?
►
What does place value tell us about 100?
►
Is 100 1 hundred and zero tens and zero ones?
►
When we add 100, are we adding zero ones?
►
We had 5 ones, we added zero ones, we still have 5 ones,
we added zero ones, we still have 5 ones, we added zero
ones, we still have 5 ones ...
►
How many ones are we adding each time?
►
Are we adding zero ones each time?
►
If we keep adding zero ones, will we ever get any more
ones?
►
Why doesn’t the ones digit change?
►
Is it because we can see 100 as 1 hundred, zero tens and
zero ones, so the ones digit will never change because we
are adding zero ones?
►
What is happening to the tens digit when we add 100?
We had 6 tens, we added 100, then we had 6 tens, we
added 100, then we had 6 tens ...
►
Let’s investigate why the tens digit doesn't change.
►
What does place value tell us about 100?
►
Is 100 1 hundred and zero tens and zero ones?
47 965
Reviews 100 is 1
hundred and zero
tens and zero
ones. (Place
Value 15)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
20
Introduces that
because we can
see 100 as 1
hundred, zero
tens and zero
ones, that the
tens digit will
never change
because we are
adding zero tens.
Underline the tens digit in the numbers below the number line, for
example,
+100
+100
47 465 47 565
+100
47 665
47 765
+100
+100
47 465 47 565
Introduces the
hundreds digit
increases by 1
hundred each
time because we
are repeatedly
adding 1 hundred.
+100
47 865
47 665
47 765
+100
+100
47 465 47 565
+100
47 665
47 765
We had 6 tens, we added zero tens, we still have 6 tens,
we added zero tens, we still have 6 tens ... How many
tens are we adding each time?
►
If we keep adding zero tens, will we ever get any more
tens?
►
Why doesn’t the tens digit change?
►
Is it because when we add 100, we are adding 1 hundred
and zero tens and zero ones?
►
What is happening to the hundreds digit when we add
100? We had 3 hundreds, we added 100, then we had 4
hundred, we added 100, then we had 5 hundreds, we
added 100, then we had 6 hundreds, we added 100, then
we had 8 hundreds, we added 100, then we had 9
hundreds.
►
Let’s investigate why the hundreds digit increases by 1
each time.
►
How many hundreds are we adding each time?
►
Are we repeatedly adding 1 hundred?
►
Why does the hundreds digit increase by 1 each time?
►
How many hundreds are we adding each time?
►
Does the hundreds digit increase by 1 each time because
when we add 100, we are adding 1 hundred each time?
+100
47 865
+100
►
47 965
47 965
Underline the hundreds digit in the numbers above the jumps, for
example,
+100
When we add 100, are we adding zero tens?
+100
Underline the hundreds digit in the numbers below the line, for
example,
+100
►
+100
47 865
47 965
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
21
Underline the thousands digit in the numbers below the line, for
example,
+100
+100
47 465 47 565
Reviews
describing fivedigit numbers
using nonstandard place
value.
+100
47 665
47 765
+100
+100
47 465 47 565
+100
47 865
47 665
47 765
+100
What is happening to the thousands digit when we add
100? We had 7 thousands, we added 100, we still had 7
thousands, we added 100, we still had 7 thousands, we
added 100, we still had 7 thousands, we added 100, we
still had 7 thousands, we added 100, and we still had 7
thousands.
►
Has the thousands digit changed?
►
Will the thousands digit ever change?
►
When will the thousands digit change?
►
How can we see 47 thousand, 9 hundred and sixty-five
using non-standard place value?
►
Can we see 47 thousand, 9 hundred as 479 hundred, 6
tens and 5 ones?
►
So we have 479 hundred.
►
If we add another hundred, will we have 480 hundred?
►
Is 480 hundred, 48 thousand?
►
If we add another hundred, will we have 48 thousand, 6
tens and 5 ones?
►
When we get 10 hundred, will the thousands digit
change?
+100
47 965
Record a jump, + 100 above the jump, a mark where the jump ends,
and 8065 below the mark, for example,
+100
►
+100
47 865
+100
47 965 48 065
Allow children time now to engage in guided and independent investigation of
counting forwards by 100s off the hundred and decade, identifying, which digits
change and why, and which digits never change and why.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
22
Children think about, talk and listen to a friend about, then have the
Focuses
opportunity to share what they already know.
children’s
thoughts on the
concept, exposing
current
understanding and
any
misconceptions.
Reviews counting
backwards by
100s from fourdigit numbers is
repeatedly
subtracting 100.
(Place Value 17)
Record 4763 on the right end of the number line, for example,
Introduces
counting
backwards by
24 563
100s from a fourdigit number off
the hundred and
decade top
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
►
Today brings an investigation about counting backwards
by 100s.
►
What do you know about counting backwards by 100s?
►
Talk about counting backwards by 100s with a friend.
►
Is anyone ready to share what they are thinking about
counting backwards by 100s?
►
We’ve investigated counting backwards from four-digit
numbers.
►
And we found that when we count backwards by
hundreds, we are subtracting 100 each time.
►
Let's investigate what's happening when we count
backwards by hundreds from a five-digit number.
►
Let's record counting backwards by 100s from 24 763, on
a number line.
►
When we count backwards by 100s, how many are
subtracting each time?
►
Are we subtracting 100 each time?
►
Let's start from 24 563 and subtract 100.
►
What number will we land on?
►
Will we have 1 less hundred?
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
23
Record a jump and -100 above it from 24 563 on the number line, and
record a mark and 24 463 where it lands, for example,
►
Will we land on 24 463?
►
Let's subtract 100 from 24 463.
►
What number will we land on?
►
Will we have 1 less hundred?
►
Will we land on 24 363?
►
Let’s repeatedly subtract 100 as we count backwards by
100s.
►
We’ve investigated which digits change when we count
backwards by hundreds from four-digit numbers.
►
And we found that the hundreds digit goes down by 1
each time because we are subtracting 1 hundred each
time.
►
We found that because we can see 100 as 1 hundred,
zero tens and zero ones, that the tens digit never
changed because we are subtracting zero tens.
►
And we found that because we can see 100 as 1 hundred,
zero tens and zero ones, that the ones digit never
changed because we are subtracting zero ones.
-100
24 463
24 563
Record a jump and -100 above it from 24 463 on the number line, for
example,
-100
24 363
-100
24 463
24 563
Repeatedly subtract 100 on the number line as children count
backwards by 100s, for example,
-100
24 063
24 163
-100
24 263
-100
-100
24 363
-100
24 463
24 563
Reviews 100 is 1
hundred and zero
tens and zero
ones (Place Value
15)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
24
Introduces that
because we can
see 100 as 1
hundred, zero
tens and zero
ones, that the
ones digit will
never change
because we are
subtracting zero
ones.
Underline the ones digit in the numbers below the number line, for
example,
-100
24 063
-100
24 163
-100
24 263
-100
24 363
24 063
-100
24 163
-100
24 263
-100
24 363
Let’s investigate how the digits in five-digit numbers
change as we subtract 100s.
►
What is happening to the ones digit when we subtract
100?
►
We had 3 ones, we subtracted 100, still had 3 ones, we
subtracted 100, we still had 3 ones, we subtracted 100,
we still had 3 ones ...
►
Why doesn’t the ones digit change?
►
What does place value tell us about 100?
►
Is 100 1 hundred and zero tens and zero ones?
►
When we subtract 100, are we subtracting zero ones?
►
We had 3 ones, we subtracted zero ones, we still have 3
ones, we subtracted zero ones, we still have 3 ones, we
subtracted zero ones, we still have 3 ones ...
►
How many ones are we subtracting each time?
►
Are we subtracting zero ones each time?
►
If we keep subtracting zero ones, will we ever get any
less ones?
►
Why doesn’t the ones digit change?
►
Is it because we can see 100 as 1 hundred, zero tens and
zero ones, so the ones digit will never change because we
are subtracting zero ones?
-100
24 463
24 563
Underline the ones digit in the numbers above the jumps, for
example,
-100
►
-100
24 463
24 563
Reviews 100 is 1
hundred and zero
tens and zero
ones. (Place
Value 15)
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
25
Introduces that
because we can
see 100 as 1
hundred, zero
tens and zero
ones, that the
tens digit will
never change
because we are
subtracting zero
tens.
Underline the tens digit in the numbers below the number line, for
example,
-100
24 063
24 163
-100
24 263
-100
24 363
24 063
-100
24 163
-100
24 263
-100
24 363
What is happening to the tens digit when we subtract
100? We had 6 tens, we subtracted 100, then we had 6
tens, we subtracted 100, then we had 6 tens ...
►
Let’s investigate why the tens digit doesn't change.
►
What does place value tell us about 100?
►
Is 100 1 hundred and zero tens and zero ones?
►
When we subtract 100, are we subtracting zero tens?
►
We had 6 tens, we subtracted zero tens, we still have 6
tens, we subtracted zero tens, we still have 6 tens ... How
many tens are we subtracting each time?
►
If we keep subtracting zero tens, will we ever get any less
tens?
►
Why doesn’t the tens digit change?
►
Is it because when we subtract 100, we are subtracting 1
hundred and zero tens and zero ones?
►
What is happening to the hundreds digit when we
subtract 100? We had 5 hundreds, we subtracted 100,
then we had 4 hundreds, we subtracted 100, then we
had 3 hundreds, we subtracted 100, then we had 2
hundreds, we subtracted 100, then we had 1 hundred,
we subtracted 100, then we had 0 hundreds.
►
Let’s investigate why the hundreds digit decreases by 1
each time.
►
How many hundreds are we subtracting each time?
►
Are we repeatedly subtracting 1 hundred?
►
Why does the hundreds digit decrease by 1 each time?
-100
24 463
24 563
Underline the tens digit in the numbers above the jumps, for
example,
-100
Introduces the
hundreds digit
decreases by 1
hundred each
time because we
are repeatedly
subtracting 1
hundred.
-100
►
-100
24 463
24 563
Underline the hundreds digit in the numbers below the line, for
example,
-100
24 063
-100
24 163
-100
24 263
-100
24 363
-100
24 463
24 563
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
26
Underline the hundreds digit in the numbers above the jumps, for
example,
-100
-100
24 063 24 163
-100
24 263
-100
24 363
24 463
24 563
Record a jump backwards from 24 063, record a mark where it lands
and 23 963 where it ends, for example,
-100
-100
-100
23 963 24 063 24 163
24 263
-100
24 363
How many hundreds are we subtracting each time?
►
Does the hundreds digit decrease by 1 each time because
when we subtract 100, we are subtracting 1 hundred
each time?
►
What is happening to the thousands digit when we
subtract 100? We had 4 thousands, we subtracted 100,
we still had 4 thousands, we subtracted 100, we still had
4 thousands, we subtracted 100, we still had 4
thousands, we subtracted 100, we still had 4 thousands,
we subtracted 100, and we still had 4 thousands.
►
Has the thousands digit changed?
►
Will the thousands digit ever change?
►
When will the thousands digit change?
►
How can we see 24 thousand, 0 hundred and sixty-three
using non-standard place value?
►
Can we see 24 thousand, 0 hundred and sixty-three as 40
hundred, 6 tens and 3 ones?
►
So we have 240 hundred.
►
If we subtract another hundred, will we have 239
hundred?
►
Is 239 hundred, 23 thousand, 9 hundred?
►
If we subtract another hundred, will we have 23
thousands, 9 hundreds, 6 tens and 3 ones?
-100
Reviews
describing fivedigit numbers
using nonstandard place
value.
Children alternate
between counting
forwards and
backwards to
develop deep
understanding of
both their
reciprocal
natures.
►
-100
24 463
-100
24 563
Allow children time now to engage in guided and independent investigation of
counting backwards by 100s off the hundred and decade identifying, which digits
change and why, and which digits never change and why.
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
27
Introduces
counting forwards
and backwards by
1000s top
+1000
37 465
+1000
38 465
+1000
39 465
+1000
40 465
+1000
41 465
+1000
42 465
43 465
37 thousand, 38 thousand, 39 thousand, 40 thousand, 41 thousand, …
-1000
37 465
-1000
38 465
-1000
39 465
-1000
40 465
-1000
41 465
-1000
42 465
43 465
43 thousand, 42 thousand, 41 thousand, 40 thousand, 39 thousand, …
Need a 10 frame
Website: http://www.alearningplace.com.au
Email: [email protected]
Twitter: @learn4teach
YouTube: A Learning Place A Teaching Place
Facebook: A Learning Place
28