Unit 8
A C T I V I T Y 28
AC TIVIT Y
30 MIN
Place Value to 1,000
PAIRS
Read the following problem aloud: Joe collects stamps. He has 2 sheets with 100
stamps on each sheet. He also has 5 strips of 10 stamps each and 4 single stamps.
How many stamps does he have in all? Have students work in pairs with place-value
models (sheets, strips, and singles) to model 100s, 10s, and 1s.
Use after
Unit 8, Session 4.5
Vocabulary/Vocabulario
place value/
valor de posición
Guide students to use the stickers to model the number 254. How many hundreds
are in this number? How many tens? How many ones? Have students record the
following on their papers:
Hundreds
Tens
Ones
Materials/Materiales
• place-value models (sheets of
stickers for 100s, strips for 10s,
and singles for 1s)/
modelos de valores de posición
(láminas de pegatinas para las
centenas, tiras de pegatinas para
las decenas y pegatinas sueltas
para las unidades)
• Activity 28 Master (see below)/
Actividad 28 (ver abajo)
When we break apart a number into hundreds, tens, and ones, we are looking at
the place value of each digit in the number. Place value tells the value of a digit in
a number. In 254, the 2 is worth 2 hundreds, or 200; the 5 is worth 5 tens, or 50;
and the 4 is worth 4 ones, or 4. Explain that 200 ⫹ 50 ⫹ 4 and 254 are two ways to
name the same number. We read the number as two hundred fifty-four.
Have students repeat the process for the number 425. Which number is greater,
254 or 425? How do you know?
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Un i t 8
Activity 28
MASTER
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Partners, Teams, and Paper Clips
NOTE Students draw place-value
models to help them write numbers in
expanded and standard form.
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“425 is greater because it has more stickers.”
“425 is larger because it has 4 hundreds,
and 254 has only 2 hundreds.”
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© Pearson Education, Inc. 2
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Emphasize that we talk about place value because the place of a digit in a number
matters. For example, the 4 in 254 is worth only 4. But the 4 in 425 is worth 400.
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=dlbVcnhiVbehYdZh?d]VkZ4
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Use after Unit 8, Session 4.5
How should we model the number 408? Students should conclude that the model
involves using no tens strips, thus there should not be vertical lines in the place-value
chart. We break apart the number as 400 ⴙ 8, and we write 408.
© Pearson Education, Inc. 2
Have students draw models for numbers through 999. Also have them write numbers for
models that you display.
PR AC TICE
In the Activity 28 Master, students model numbers to show place value, and write
them in expanded and standard notation.
DIFFERENTIATION : Suppor ting the Range of Learner s
Provide pairs of students with three sets of number cards marked 0–9,
and a set of word cards labeled hundreds, tens, and ones (to be used as a place-value
chart). Have one student name a 3-digit number. Ask the other student to use the
number cards to show the number, and position the place-value cards to show the
number’s value. Have students record the number and read it aloud.
Unit 8: Partners, Teams, and Paper Clips
Session 4.5 (End-of-Unit Assessment)