1. Place Value and Decimals 1 – Objectives
Explore the Place Value of large numbers by ordering and comparing on a number line.
You will need:
mini whiteboards/ exercise books
You may need:
a copy of the ,000 number line from Slide 7
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2. 56,039 109,003 36,905 19,408 9,899 PV and Decimals 1 – Mastered it?
Place the following numbers in order, smallest to largest:
56,039
109,003
36,905
19,408
Students record on mini whiteboards or in back of books.
Answers: 9,899 < 19,408 < 36,905 < 56,039 < 109,003
9,899
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3. PV and Decimals 1 – Mastered it?
Read the numbers shown by the green arrows... a b c d e
…and estimate as accurately as possible the numbers shown by the other five arrows…
Students record on mini whiteboards or in back of books.
Answers: green arrows: ‘sixty thousand’, ‘one hundred thousand’, a ≈ 4000, b ≈ 27,500, c ≈ 46,000, d ≈ 74,500, e ≈ 99,000
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4. PV and Decimals 1 – Objectives
Explore the Place Value of large numbers by ordering and comparing on a number line.
If students have demonstrated good understanding, finish here.
Otherwise continue to the direct teaching section.
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5. PV and Decimals 1 – Direct Teaching
So, how do we place 32,500 on this number line?
30, , , , , , , , , , ,000
32,500 is halfway between
32,000 and 33,000
Then, let’s ‘zoom in’ to this section of the number line
Students record on mini whiteboards or in back of books.
It’s more than 30,000 and less than 40,000
First, let’s think about which 10,000s it sits between…
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6. PV and Decimals 1 – Direct Teaching
When placing numbers in order, how do we decide which is bigger?
56,139
46,139
This one has more 10,000s.
56,139
Use the 5 digits in this number to make the smallest and largest possible numbers.
Use the animations to work through the teaching input. Model use of appropriate Place Value language during teaching and discussion. 1 3 9
smallest 5 6 9 6 1
largest 5 3
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7. PV and Decimals 1 – Direct Teaching
1. Read the numbers shown by the green arrows.
2. What number is labelled by the blue arrow? a b c d
Model use of appropriate Place Value language during teaching and discussion. Students could discuss in pairs, showing responses on whiteboards as necessary. Watch out for students who have difficulty writing numbers where zero is used as a place holder, e.g. the first purple arrow (ca. 10,070).
Answers: greens: ‘ten thousand’, ‘eleven thousand’; blue = 10,550; purple a ≈ 10,070, b ≈ 10,250, c ≈ 10,710, d ≈ 10,980
3. What numbers might be shown by the four purple arrows?
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8. PV and Decimals 1 – Individual Practice8 6
Use these 5 digit cards to make a number
that will go between the green arrows. 4 3 9 7 5 2 1
Use these 5 digit cards to make a number that
will go between the blue arrows.
Encourage students to explore a range of possibilities for each set of numbers. For example, the first group could begin with the 6 or the 8.
Answers:
green arrows: any 5-digit number beginning with 6 or 8, e.g. 60,483 or 83,640
blue arrows: any 5-digit number beginning with the 2, e.g. 29,715 or 21,579
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9. PV and Decimals 1 – Individual Practice
Choose a set of numbers to mark as accurately as possible
on your ,000 number line.
44,000
12,000
78,000
49,900
67,500
43,800
12,300
76,850
49,950
67,450
Encourage students to work as accurately as possible, recognising that working to the nearest ‘one’ is impractical at this scale.
NB The red set will be easier to place.
Answers: Use animation to reveal.
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