1. Warm Up Jordan multiplied 20 x 500 and provided his answer as 10,000. Mike told him that he was incorrect. He said that since the problem only had three zeros the answer could only have three zeros. Jordan argued that he was indeed correct. Who is correct? Why? What other equation would result in this same misconception?

2. Playing with Place Value Alignment Lesson

3. Math Talk Let’s discuss the things we have learned and discussed during the past few math lessons. – What patterns have you seen? – What happens with tens? – What happens to place values of numbers?

4. To extend our understanding of place value, today we are going to….. PLAY A PLACE VALUE GAME You will be reviewing the place value of numbers and what powers and multiples of 10 do to a number’s value.

5. Materials (See Day 23, “Playing with Place Value Directions” Playing with Place Value Recording Sheet 6 Paper/ Styrofoam plates for each group of students: each labeled with one of the following titles: hundredths, tenths, ones, tens, hundreds, thousands Number cards sheet OR secret code cards 0- 9. Math Board materials (marker, eraser) Colored Chip for each group

6. Before Your Group Begins… Place your plates in their place value order on a table. These plates are labeled with the following labels: hundredths, tenths, ones, tens, hundreds, thousands. You can use a red/yellow colored chip to represent the decimal point. As you are playing, the person whose turn it is to create the number will write all of their information on their recording sheet. The other members of the group will write their information on their math boards.

7. Directions 1.Player 1 will pick 6 random number cards and place each of them onto a plate. Write the number you created in standard form on your recording sheet and have all students in your group do the same on their Math Boards. 2.The other members in your group then need to write what each digit is equal to according to the place value, in expanded form on the recording sheet given. Example: if your group member creates the number 5, 420.79 every other member of the group should show that the 5= 5,000; the 4=400; the 2=20; the 0=0; the 7= 0.7 and the 9=0.09. Record your work on the recording sheet (With your group members recording on their Math Boards). 3.If all students in your group get the same answer you can move on. If some of you get different answers, each group member must justify their thinking before moving on.

8. Directions (con’t) 4. Once you have all agreed on what the standard and expanded forms of the number created is, look at what multiplying and dividing the number by powers of 10 would look like. Each group member can multiply the original number by 10 1, 10 2, 10 3. Then divide the original number by 10, 100, 1000. Write these on your recording sheet as well. 5. Discuss the difference of the digits and place values when multiplied or divided by powers of 10. Ex: in the number 5,420.79, when we multiply it by ten, the number becomes 54,207.9. The 5 now represents 50,000 instead of 5,000. (Use the question prompts if you need help) 6. If all students in your group get the same answers, you can move on.

9. Directions (con’t) 7. Each member of the group should create 3-5 numbers and work as a team to solve. Each member takes turns creating, expanding, justifying and multiplying/ dividing their numbers. 8. Be sure to use the Playing with Place Value Question Prompts as you play.

10. Question Prompts 1.What happens when you multiply the number by a power of 10? 2.What is the value of the number once you multiply it by 10, 100, 1000? 3.What is the value of the number once you divide it by 10, 100, 1000? 4.What do you notice changes about the number? What stays the same? 5.How does the number look in comparison to the original number? 6.Can you justify how you know?

11. Homework Day 23, “Playing With Place Value Homework Sheet”