Wake County Public School System, 2012

Blackline Master Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Playing with Place Value

Directions

Today, to extend your understanding of place value, you are going to be playing a game with number cards/dice and plates called “Playing with Place Value”. You will be reviewing the place value of numbers and what powers and multiples of 10 do to a number’s value.

Materials:

  • 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
  • Colored Chip for each group

Before You Group Begins:Place your plates in their place value order on a table. These platesare 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.

  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.
  1. 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).
  1. If all students in yourgroup 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.
  1. 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 101, 102, 103. Then divide the original number by 10, 100, 1000. Write these on your recording sheet as well.
  1. 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)
  1. If all students in your group get the same answers, you can move on.
  1. 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.
  1. Be sure to use the Playing with Place Value Question Prompts as you play.

Playing with Place Value

Question Prompts

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

Wake County Public School System, 2012

Teacher Sample Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Playing with Place Value

Question Prompts

SAMPLE ANSWERS

  1. What happens when you multiply the number by a power of 10?

You move the decimal point one place to the right

The number gets bigger by a power of 10

  1. What is the value of the number once you multiply it by 10, 100, 1000?

The value of number is 10 times, 100 times, 1000 times greater when you multiply it

Sometimes you can add a zero to a number (ex: 15 x 10 = 150)

  1. What is the value of the number once you divide it by 10, 100, 1000?

The value of number is 10 times, 100 times, 1000 times greater when you divide it

  1. What do you notice changes about the number? What stays the same?

The orders of the numbers stay the same but the decimal point moves around

The number gets bigger when we multiply it a power of 10

The number gets smaller when we divide it a power of 10

The place values do not stay the same

The digits in the place values change

  1. How does the number look in comparison to the original number?

When you multiply a number it makes the number bigger.

When you divide a number it makes the number smaller.

When you multiply a number you move the digits to new place values

When you divide a number you move the digits to new place values

The place values do not stay the same (sometimes you add one, sometimes you taek one away)

  1. Can you justify how you know?

Answers will vary. Students should show one of their examples to prove their thoughts/ solutions/ conjectures

Wake County Public School System, 2012

Blackline Master Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Playing with Place Value

Recording Sheet

Number in Standard Form / Number in Expanded Form / Numbers when multiplied and divided by
10, 100, 1000

Playing with Place Value

Recording Sheet

Number in Standard Form / Number in Expanded Form / Numbers when multiplied and divided by
10, 100, 1000

Wake County Public School System, 2012

Teacher Sample Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Playing with Place Value

Recording Sheet
TEACHER SAMPLE

Number in Standard Form / Number in Expanded Form / Numbers when multiplied and divided by
10, 100, 1000
1,937.45 / 1000 + 900 + 30 + 7 + 0.4 + 0.05 / 1,937.45 x 10 = 19,374.5
1,937.45 x 100 = 193,745
1,937.45 ÷ 1000 =1.93745
1,937.45 ÷ 100 = 19.3745
8072.01 / 8000 + 70 + 2 + 0.01 / 8072.01 ÷ 1000 = 8.07201
8072.01 x 100 = 807,201
8072.01÷ 10 = 807.201
8072.01 x 1000 = 8,072,010

Wake County Public School System, 2012

Blackline Master Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Playing with Place Value

Homework

Fill in the missing information

Number in Standard Form / Number in Expanded Form / Numbers when multiplied and divided by
10, 100, 1000
12,599.2 / ______+_____+_____+_____+_____+_____ / 12,599.2 x 10 = ______
12,599.2 ÷ 100 = ______
______ / 20,000 + 2,000 + 20 + 2 + 0.02 / ______x 100 = ______
______÷ 1000 = ______
6,711.39 / ______+_____+_____+_____+_____+_____ / 6,711.39 x 100 = ______
6,711.39 ÷ 100 = ______
9_7._ _4 / 900 + 80 + _____+ 0.6 + _____ + 0.04 / 987.654 x 1000 = ______
______÷ 10 = ______

Wake County Public School System, 2012

Cardstock Grade 5 Day 23 Standards 5.NBT.1, 5.NBT.2

Number Cards

7 / 7 / 3 / 3 / 0 / 0
7 / 7 / 4 / 4 / 0 / 0
8 / 8 / 4 / 4 / 0 / 0
8 / 8 / 4 / 4 / 1 / 1
8 / 8 / 5 / 5 / 1 / 1
9 / 9 / 5 / 5 / 1 / 1
9 / 9 / 5 / 5 / 2 / 2
9 / 9 / 6 / 6 / 2 / 2
0 / 0 / 6 / 6 / 2 / 2
0 / 0 / 6 / 6 / 3 / 3
0 / 0 / 7 / 7 / 3 / 3

Wake County Public School System, 2012