The Place Value Files - Meadow View Elementary Schoolmves.psd202.org/documents/kblair1/1503978474.pdf · EXPANDED FORM---5,000 + 200 + 70 + 3, ... Thousands Hundreds Tens Ones Place

The Place Value Files

Copyright © 2014 Sassycat Corner

Identifying Place Value of Whole Numbers

Objectives: Identifies different names for numbers (whole numbers, fractions, and decimals) including number words and expanded notation and relates models to such numbers. Determines the effect that changing a digit will have on the value of the number. Materials: 1 baggie of markers such as beans per pair of students; 1 place value board per pair of students ; paper and pencil for each student; overhead projector and transparency pens or interactive whiteboard

Activity One:

Preparation: Choose which place value board you want to use with students. Print enough copies and laminate if you choose to reuse the boards. Make baggies for each pair of students with apx. 50 markers in them, such as dry beans or M&M’s.

1. Pass out materials to pairs of students – baggies with markers, place value boards

2. Demonstrate how to use the markers to “make” numbers on the place value chart on an interactive whiteboard or the overhead projector. You will place markers in the ones, tens, and hundreds columns in order to create a number without zeros such as 923 (nine markers in the hundreds column, 2 markers in the tens column, and 3 markers in the ones column.) Explain that the 9 is really 9 x 100 (900). The 2 is 2x10 (20) and the 3 is 3x1 (3). Each column is 10 times the column before it.

3. One student from each pair makes the same number on their place value board. Once all pairs have made the number, you will write the number in standard form, expanded notation, and word forms. Show students how to write all three forms of the number in their math notes.

Ex. STANDARD FORM---279, EXPANDED NOTATION---200 + 70 + 9, WORD FORM---two hundred seventy-nine

STANDARD FORM---5,273, EXPANDED FORM---5,000 + 200 + 70 + 3, WORD FORM---five thousand, two hundred seventy-three.


4. As the you demonstrates different examples, ask the students questions like: In the number 279, the 7ight is in what place? (students' response--10's) What number represents 7 tens? (students' response: 7 – 10’s which is 70) This is repeated for each example of numbers without and with zeros in the lesson. 5. Then call out another three-digit (without zeros) number to make and write. Partners should take turns making several digits on the mat, and writing in their notes. 6. Once the students are comfortable with making three-digit numbers without zeros, proceed to do several examples of each kind of the following progression of three- and four-digit numbers in order to practice making numbers with zeros in different places: ex. 370; 4,089; 2,905; etc. 7. As students are creating the three- and four-digit numbers, ask students questions like: what number is in the tens place, what number is in the ones place, what is the value of the 3 in the original number? 8. Once the students appear comfortable with creating and identifying the

value and names of 3 and 4 digit numbers, move them on to larger 5 and 6 digit numbers using the steps detailed in #1 through 5. Once students are comfortable with making 5- digit numbers without zeros, proceed to do several examples of each kind of the following progression in order to practice making numbers with zeros in different places. The lesson can continue up to whatever place value you want students to master.


Thousands Hundreds Tens Ones

Name _________________________________________ Date _____________________

Place Value Chart – Whole Numbers


Millions Hundred thousands

Ten thousands


Name _________________________________________ Date _____________________




Ten thousands



Smaller charts to paste in notes or interactive Math Notebooks


Ten thousands



Place Value Chart – Decimal Numbers Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

Thousands Hundreds Tens Ones Tenths Hundredths Thousandths

Place Value Chart – Decimal Numbers


Name___________________________ Date ____________

Standard Form of Whole Numbers Write the standard form for each number.

Ex. 7,615

7,000 + 600 + 10 + 5

1) Eight thousand, four hundred ninety-one

2) 6,000 + 700 + 10 + 2

3) 5,000 + 300 + 10 + 2

4) Seven thousand, eight hundred thirty-one

5) Twenty-two thousand, six hundred forty-five

6) 70,000 + 5,000 + 300 + 90 + 2

7) 50,000 + 6,000 + 300 + 60 + 2

8) 700,000 + 50,000 + 3,000 + 200 + 30 + 1

9) 400,000 + 30,000 + 2,000 + 400 + 7

10) Eight hundred twenty-nine thousand, six hundred sixty-four


Name___________________________ Date ____________

Expanded Form of Whole Numbers Write the expanded form for each number.

Ex. Four thousand, six hundred twelve

4,612

1) Three thousand, six hundred twenty-one

2) 85,495

3) Sixty-one thousand, two hundred fourteen

4) 211,318

5) Twenty-two thousand, nine hundred four

6) Four hundred twenty-one thousand, six hundred eighty-five

7) Two hundred fifty-five thousand, sixty-one

8) 68,097

9) 123,125

10) Three hundred forty-seven thousand, five hundred eighty-eight


Name___________________________ Date ____________

Word Form of Whole Numbers Write the word form for each number.

Ex. 7,326

Seven thousand, three hundred twenty-six

1) 3,891

2) 9,785

3) 5000 + 200 + 70 + 3

4) 75,325

5) 87,301

6) 80,000 + 7,000 + 300 + 20 + 9

7) 26,786

8) 431,891

9) 500,000 + 70,000 + 6,000 + 300 + 30 + 9

10) 463,231


Answer Key

Standard Form of Whole Numbers 1) 8,491 2) 6,712 3) 5,312 4) 7,831 5) 22,645 6) 75,392 7) 56,362 8) 753,231 9) 432,407 10) 829,664

Expanded Form of Whole Numbers 1) 3,000 + 600 + 20 + 1 2) 80,000 + 5,000 + 400 + 90 + 5 3) 60,000 + 1,000 + 200 + 10 + 4 4) 200,000 + 10,000 + 1,000 + 300 + 10 + 8 5) 20,000 + 2,000 + 900 + 4 6) 400,000 + 20,000 + 1,000 + 600 + 80 + 5 7) 200,000 + 50,000 + 5,000 + 600 + 80 + 5 8) 60,000 + 8,000 + 90 + 7 9) 100,000 + 20,000 + 3,000 + 100 + 20 + 5 10)300,000 + 40,000 + 7,000 + 500 + 80 + 8

Word Form of Whole Numbers 1) Three thousand, eight hundred ninety-one 2) Nine thousand, seven hundred eighty-five 3) Five thousand, two hundred seventy-three 4) Seventy-five thousand, three hundred twenty-five 5) Eighty-seven thousand, three hundred one 6) Eighty-seven thousand, three hundred twenty-nine 7) Twenty-six thousand, seven hundred eighty-six 8) Four hundred thirty-one thousand, eight hundred ninety-one 9) Five hundred seventy-six thousand, three hundred thirty-nine 10) four hundred sixty-three, two hundred thirty-one

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The Place Value Files - Meadow View Elementary Schoolmves.psd202.org/documents/kblair1/1503978474.pdf · EXPANDED FORM---5,000 + 200 + 70 + 3, ... Thousands Hundreds Tens Ones Place