Write numbers to at least 120
Thinkboard
Timeframe: 10 - 15 minutes
Audience: Whole class, small group or individual
Materials: Think Board graphic organiser (optional). Place value chart visual.
Summary: Students record an 5-digit number in the middle of their thinkboard. They draw this number using MAB. They can then write the numeral and draw the following: one more and one less, 10 more and 10 less, 100 more and 100 less than their starting number.
Guiding questions: How do you know which number to change?�
Source: unknown
Counting Names Beyond One Million
Timeframe: 10 minutes +
Audience: whole class, small group or individual
Materials: MAB and something to write with
Summary: Students write a number with 6-digits or more and then refer to the website to work out the place value house that this number belongs to eg. millions, billions or decillions. Focus on counting the number of digits and the repeated patterns for each house (hundreds, tens and ones)
Guiding questions: Why do we group numbers in threes? How do you read the commas? (Refer to the place value street resource for additional support) When do you need to use a zero? What is the purpose of a zero?
How Much Is a Million?
Timeframe: 6.08 min
Audience: whole class, small group or individual
Materials: device
Summary: Watch the video and discuss.�
Guiding questions: What are the different place value families? Where do you put the commas and why? When might you need to use larger numbers in the millions?� How many places in a million? How many groups of three is this? Why do we group numbers in sets of three? Can you write the number_ _ _ _ _ _ ?
Place Value Song for Kids Up to 1 Million
Timeframe: 4:18min
Audience: whole class, small group or individual
Materials: device
Summary: Watch the video and pause along the way to discuss the base 10 system.
Guiding questions: How many 1s make 10, how many 10s make 100, how many 100s make 1000 etc. What pattern do you notice?
120 Grid Challenge
Timeframe: 10-15mins
Audience: Individuals
Materials: Blank 120 charts (in a dry erase pocket so they can be reused), whiteboard markers
Summary: Set a timer and see what number students can count up to, recording each digit without reversals. You could display an interactive 120 chart on the screen for students who require support. This task could be adjusted so that students receive 120 charts that have some numbers pre-filled and then they just fill in the missing numbers, using the surrounding information to help them. You could even give them cut-up sections of 120 charts as a challenge, and again have them record the numbers that are missing, based on the information they are given through any pre-filled numbers.
Guiding questions: What comes before/after? What comes in the row above/below? How do you know? What patterns can you see? What is happening to the tens/ones digit?
Source: unknown
Place Value Knockout
Timeframe: 10-15mins
Audience: whole class
Materials: whiteboard, marker, paper, pencils
Summary: On a blank piece of paper (or in their Maths books), students record a three digit number. The teacher displays a Place Value chart on the whiteboard up the front where everyone can see. The teacher calls out certain rules, and records them on the Place Value chart on the front whiteboard, and students have to listen out to see if their number fits with that rule. E.g. “Sit down if your number has a 2 in the Tens place.” If their number does fit with any of the rules, they must sit down. The last person standing is the winner. This game can be extended into larger multi-digit numbers.
Guiding questions: Looking at the numbers recorded on the Place Value chart on the front whiteboard, what are some other numbers that could have won the game?
Source: unknown
Listen and Record (youtube)
Timeframe: 4:03
Audience: Whole class
Materials: whiteboards, markers
Summary: Play the youtube clip and have students record the numbers as they hear them. The clip will then show them what the number looks like. Have students check their digits to see if everything is in the correct place, along with any commas. This youtube clip is just one example. You could also just dictate your own multi-digit numbers.
Guiding questions: What helped you to record the number correctly? How do you know when/where to record a comma? What vocab/key words should we listen out for that makes it easier to record the number correctly?
Source: Better at English https://www.youtube.com/watch?v=Oas8EmQ7Sw0
Number Drill
Timeframe: 20 minutes
Audience: Individuals
Materials: Multi-digit numbers pre-printed and cut out
Summary: Students lucky dip a mutli-digit number (the teacher sets the number of digits based on ability). They glue this number into their Maths Book and then record the number that is one more and less, ten more and less, one hundred more and less, one thousand more and less, and so on.
Guiding questions: What do you notice happening to the Place Value columns each time you add or subtract? Is there a pattern you can use? What number would we need in any of the Place Value columns in order to affect more than one column when adding or subtracting?
Source: unknown