Comparing Numbers on a Place Value Chart Students will: Objective Identify the place value of specific digits in a number Represent numbers on a place vale chart Utilize place value charts to compare numbers and specific place value DoDEA Standards 2 nd Grade 3rd Grade 4 th Grade 5 th Grade 2.M.1a: use place value to represent whole numbers through 1000 using numerals words and physical models; 2.M.1b: identify numbers as even or odd numbers and determine whether a set of objects has an odd or even number of elements; 2.M.1h: count by twos fives and tens to 100; 2.M.1c: show equivalent representations for whole numbers by using addition and subtraction facts; 3.M.1a: read write and interpret the place whole numbers up to 10000; 3.M.1b: read write and interpret the place decimal numbers between 0 and 1 through hundredths; 3.M.1d: identify odd and even numbers up to 10000 identify factors or multiples of a given number and describe their characteristics; 3.M.1e: compare whole numbers up to 10000 using mathematical symbols (> < =) and words (greater than less than equal to) and arrange them in numerical order; 4.M.1a: identify verbally and in writing the place whole numbers up to 1000000 and decimals between 0 and 1 up to thousandths; 4.M.1b: identify and generate equivalent representations for the same number by decomposing and composing the whole number up to 1000000; 4.M.1d: identify and describe using their own words whole numbers according to their characteristics including primes composites and perfect squares; 5.M.1a. identify verbally and in writing the place decimals through millionths. 5.M.1e. represent and compare numbers less than zero by extending the number line and using familiar applications (e.g. temperature) to demonstrate the usefulness of negative numbers 1
Materials: Laminated Place Value Charts (page 5) Wet Erase Markers Digital Place Value Chart (use page 5) Wet wipes Dice Ordering Numbers Assessment Handout (page 6-7) Adjust numbers as needed: Instruction Prerequisite Skills and Background: Students should know place value to hundred millions and know how to order numbers through thousands. Say: When you compare numbers it is important to line up the digits in the correct places. Write 9886705; 437062185; and 73655211 on the place-value chart with the digits lined up as shown below. Ask: Are the digits lined up correctly? Students should recognize that the digits are not lined up correctly. Have a volunteer explain how the digits should be lined up and make the corrections on the place-value chart. Say: We re going to put these numbers in order from greatest to least. Ask: Where do you start when you compare numbers? Students should recall that you start with the greatest place. Ask: What is the greatest place of these numbers? 2
Students should recognize that the hundred millions place is the greatest place. Ask: Do all of the numbers have a digit in the hundred millions place? (no) So what is the greatest number?(437062185) Wipe 437062185 off the transparency and write it on the board. Ask: What is the greatest place of the two remaining numbers? (ten millions place) Ask: Do both numbers have a digit in the ten millions place? (no) So what is the next greatest number?(73655211) Wipe 73655211 off the transparency and write it on the board after 437062185. Ask: What number comes last? (9886705) Wipe 9886705 off the transparency and write it on the board after 73655211. Ask: When you compare numbers that have different numbers of digits which number is the greatest? (the number with the greatest number of digits) Which number is the least? (the number with the least number of digits) Erase the board and write 364706199; 354785293; and 365999253 on the place-value chart. Say: We re going to put these numbers in order from least to greatest. Ask: What is the greatest place of these numbers?(hundred millions place) Ask: What do you notice about the digits in the hundred millions place? Students should observe that the digits are the same. Ask: What is the next greatest place? (ten millions place) Ask: Which digit in the ten millions place has the least value? (5) So what is the least number? (354785293) Wipe 354785293 off the transparency and write it on the board. Ask: What do you notice about the digits in the ten millions place of the two remaining numbers? Students should observe that the digits are the same. Ask: What is the next greatest place? (millions place) Ask: Which digit in the millions place has the least value? (4) What is the next least number? (364706199) Wipe 364706199 off the transparency and write it on the board after 354785293. Ask: What number comes last? (365999253) Wipe 365999253 off the transparency and write it on the board after 364706199. Ask: Did the value of the digits in the hundred thousands place help us order these numbers? Why or why not? Students should realize that the numbers were ordered based on the value of the greatest places and that the value of the hundred thousands place wasn t needed to order the 3
numbers. Repeat the steps above for 59714343; 58714344; and 59715588. Have students write the numbers in order from greatest to least. (59715588; 59714343; 58714344) Guided Practice/Independent Practice Students should work in pairs for the following activity Rollin On Place Value Materials Needed: One die for each PAIR of students Wipe off lamination board Wet wipes Objective of the game: Create the highest number possible Instructions for Game Play: 1. Player 1 rolls a die and selects the best place value position in their row. For example if player 1 rolls a 2 the tens position might be chosen. Player 2 might roll a 5 and place it in the ten thousand position in their row 2. Once the place has been selected students write that number in that place on the board. It cannot be changed once it s been chosen 3. Players alternate taking their remaining five rolls each building their own number keeping in mind the goal of the game is to create the largest number possible 4. Once the number has been created-students verbally compare their numbers to see which student has created the largest number. It is possible to use < > and = cards for students to compare their two place value charts. 5. The student with the highest number earns one point. The first to score 5 points wins. Assessment Ordering Whole Numbers Handout (attached) page 6-7 4
Comparing Numbers with place Value Charts hundred million Millions ten million millions hundred thousand Thousands ten thousand Ones thousand hundreds tens ones Write both numbers below and use < > or = to compare: 5
Name : Score : Teacher : Date : Ordering Whole Numbers Order the numbers from greatest to least. 1 ) Thousands Ones 151883 599131 631031 756209 2 ) Thousands Ones 511527 927102 192399 542025 3 ) Thousands Ones 709867 145812 982098 166997 4 ) Thousands Ones 659488 380750 670192 891439 6 Math-Aids.Com
Name : Score : Teacher : Date : Ordering Whole Numbers Order the numbers from greatest to least. 1 ) Thousands Ones 151883 599131 631031 756209 7 5 6 2 0 9 6 3 1 0 3 1 5 9 9 1 3 1 1 5 1 8 8 3 756209 631031 599131 151883 2 ) Thousands Ones 511527 927102 192399 542025 9 2 7 1 0 2 5 4 2 0 2 5 5 1 1 5 2 7 1 9 2 3 9 9 927102 542025 511527 192399 3 ) Thousands Ones 709867 145812 982098 166997 9 8 2 0 9 8 7 0 9 8 6 7 1 6 6 9 9 7 1 4 5 8 1 2 982098 709867 166997 145812 4 ) Thousands Ones 659488 380750 670192 891439 8 9 1 4 3 9 6 7 0 1 9 2 6 5 9 4 8 8 3 8 0 7 5 0 891439 670192 659488 380750 7 Math-Aids.Com