Place Value

Introduction

Oh no! Place value numbers have fallen all over the floor!! They were knocked off the shelves and now they need your help to put them back in place! Can you help these place value numbers get back into their place? Hurry, there is no time to waste!! Once you have finished this quest, you will find a big prize waiting for you!

Task

At the end of this activity, you will have a better understanding of standard, expanded, and word form for 3 and 4 digit numbers. You will work with a partner to define standard, expanded, and word form for 3 and 4 digit numbers as well.

You will also complete 3 place value lessons online and print your results for the teacher. Remember, results must be an 80% or higher for your teacher to accept them.

In your center groups, you will complete an activity called "What's My Number". During this activity, you will build 3 and 4 digit numbers and build numbers from least to greatest. The score sheet for this activity will be turned in for a grade.

Finally, you and your group will design a powerpoint or other type of presentation explaining your new knowledge of standard, expanded, and word form for 3 and 4 digit numbers, and present it to the class.

Process

Students will be grouped in their center groups for this activity.

Step One:

Your team will visit the following sites, and write the definition for standard form, expanded form, and word form for 3 and 4 digit numbers on note cards.

www.askforkids.com

www.amathsdictionaryforkids.com

Step Two:

Your team will use computers to individually complete each of the following three place value activities. Once you score an 80% or higher on each activity, you may print your results for each and turn them in to the teacher.

http://www.321know.com/g4_21ex1.htm

http://www.321know.com/g4_31dpx.htm

http://www.321know.com/plc21x2.htm

Step Three:

Game Directions-The object of the game is to build the largest or smallest number (depending on teacher directions) using the number cube and 4 rolls. The student with the largest or smallest number must read the number out-loud and tell why they think it is the largest or smallest.

Each student draws 4 dashes across their paper or on their slates. (see teacher for game sheet if available)

Example: _____, _____ _____ _____

Each student takes a regular number cube and rolls it. They write the number they roll on one of the lines-remembering they must make either the largest or smallest number.

Once each child has rolled 4 times and has placed their numbers on the lines, the students must read their numbers out-loud and compare their numbers to find the winner.

After you have completed 4 rolls, fill out the “What’s My Number” score sheet to turn in. You have completed this task.

Step Four:

Now that you have completed all of the tasks and are now an expert on place value and expanded, standard, and word form for 3 and 4 digit numbers, you will design a Final Project Presentation which will be presented in class. These presentations will be designed as a team. The rubrics for both the project and presentation can be found here.

Evaluation

Final Project Rubric:

CATEGORY	4 90-100%	3 80-89%	2 70-79%	1 60-69%
Explanation	Explanation is detailed, clear and includes accurate examples.	Explanation is clear with some details and includes accurate examples.	Explanation is somewhat difficult to understand, but includes critical components and/or examples.	Explanation is difficult to understand and is missing several components OR was not included at all.
Working with Others	Student was an engaged partner, listening to suggestions of others and working cooperatively throughout lesson.	Student was an engaged partner; only occasionally needed prompting to listen to others and/or work cooperatively.	Student cooperated with others, but often had difficulty staying on-task.	Student did not work effectively with others.
Neatness and Organization	The work is neat, clear, organized and easy to read and understand.	The work is mostly neat and organized; it is usually easy to read and understand.	The work is somewhat organized but may be hard to read and/or understand at times.	The work is difficult to read and disorganized. It is unclear what information goes together.
Editing and Proofreading	The work has been checked by at least two classmates and all appropriate corrections made.	The work has been checked by one classmate and all appropriate corrections made.	Work has been checked by one classmate but some corrections were not made.	Work was not checked by classmate OR no corrections were made based on feedback.
Mathematical Terminology and Notation	Correct terminology and notation are always used, making it easy to understand.	Correct terminology and notation are usually used, making it fairly easy to understand.	Correct terminology and notation are usually used, but it is sometimes not easy to understand.	There is little use, or a lot of inappropriate use, of terminology and notation.

Presentation Rubric:

CATEGORY	4 90-100%	3 80-89%	2 70-79%	1 60-69%
Content	Shows a full understanding of the topic. The material is explained clearly.	Shows a good understanding of the topic. The material is explained somewhat clearly.	Shows a good understanding of parts of the topic. Some of the material is explained unclearly or incompletely.	Does not seem to understand the topic very well. The material is not explained clearly.
Preparedness	Student is completely prepared and has obviously rehearsed.	Student seems mostly prepared but might have needed a couple more rehearsals.	The student is somewhat prepared, but it is clear that rehearsal was lacking.	Student does not seem at all prepared to present.
Speaks Clearly	Speaks clearly and distinctly with appropriate volume; no mispronunciations	Speaks clearly and distinctly most of the time; volume and pronunciation are good; one mispronunciation	Has some difficulty speaking clearly and distinctly; speaks too quietly; more than one mispronunciation	Often mumbles or can not be understood OR mispronounces several words; difficulty with volume

Conclusion

Congratulations! You are now a master of place value and standard, expanded, and word form for 3 and 4 digit numbers!! Now that you have completed your quest, you may claim your prize from your teacher. The numbers are so happy that they are back in their place and neatly organized on their shelves. We couldn't have done it without you!!

Credits

FLORIDA STATE STANDARDS:

MAFS.2.NBT.1.1

Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones. Understand the following as special cases:

100 can be thought of as a bundle of ten tens — called a “hundred.”
The numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).

MAFS.2.NBT.1.3

Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.

MAFS.2.NBT.1.4

Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits, using >, =, and < symbols to record the results of comparisons.

Teacher Page

This webquest was designed for second or third grade students who are currently learning about place value, standard, expanded, and word form of numbers with 3 or four digits. It challenges students to use research skills to find the definitions for standard, expanded, and word form. It also challenges them by having them complete three different activities based on place value. Next, they work together to organize mixed up digits into numbers from the smallest number possible to the greatest number possible. In order to do this, they have to use a higher level of thinking and pull from knowledge they have already aquired to create numbers. An even higher level of thinking is used when students are asked to pull all of this new information together into a presentation for the class, explaining what they have learned about place value and standard, expanded, and word form for 3 and 4 digit numbers.