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Title: Grand Prix Place Value
Brief Overview:
“Grand Prix Place Value” is a concept development unit seeking to develop skills
in place value through the thousands place. Students will be able to identify the
value of digits according to their placement in a number, represent the numbers in
word form, standard form, and expanded form. Students will also create numbers
using base ten blocks. It is based around the theme of the 2011 Baltimore Grand
Prix, the first race hosted by Baltimore.
NCTM Content Standard:
Understand the place-value structure of the base-ten number system and be able to
represent and compare whole numbers.
Grade/Level:
Grade 3
Duration/Length:
Three 60-minute lessons
Student Outcomes:
Students will:
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Identify the value of a digit through the thousands place
Create equivalent representations through the thousands place
Represent numbers in expanded form through the thousands place
Materials and Resources:
Day 1
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Chart paper with a 4-column chart
Index cards
Tape
Construction paper
Two checkered flags
Markers
Large Number Die
White Boards
Pre-Assessment, Grand Prix Place Value
Extension activity, Race to the Cup
Place Value Conversions
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Formal assessment, Ticket to the Grand Prix
Day 2
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Index cards with numbers written in word or standard form
4-Column chart for teacher on transparency or document camera
Classroom set of Base 10 Blocks
Chart paper
Relay Race Materials
4- Digit Place Value Chart
Grand Prix Fans and Hotel Guests
Franchitti BCR
Day 3
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Three sentence strips for vocabulary terms
Prepare three column chart
Expanded Form Signs
Mixed Up Number Game
Racing Fan Club Directions
Racing Fan Club Game Mat
Farewell Grand Prix
Summative Assessment, Race to the Finish Line
Development/Procedures:
Day 1
Pre-assessment
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Distribute pre-assessment titled, Grand Prix Place Value.
Allow students ten minutes to complete. An answer key is provided.
Engagement
 In this unit, we will include the theme of the Baltimore Grand Prix.
 Display two checkered flags to resemble the flags used in the Grand Prix race.
 Explain that they will be playing a place value racing game.
 Place students in groups of four.
 Give each group the same four numbers ranging from 0-9 on a piece of 8 ½ x 11
paper.
 Say a 4-digit number.
 Have each group display the number by organizing themselves into the correct
place value.
 The group that correctly displays the number first gets a point.
 Repeat until one group earns 5 points and wins the race.
Exploration
 Begin by discussing place value. Ask, “What is place value?”
“Why is it important?” “How does place value change the value of a number?”
 Have each student work with a partner. Display the following numbers on index
cards: 1,245 and 893. Ask, “Which number has the greater value- the 1 or the 8?”
 Discuss the responses by explaining that even though the digit 8 is greater, the
placement of the 8 in the hundreds place is less than the 1 in the thousands place.
(800 < 1,000)
 Ask, “How many tens are in the number 1,245?”
 Ask students to explain their answer.
 Ask, “Since there are 4 tens, what is the value of the 4?”
 Tell your class, “I have an answer on my lesson plan, but I cannot read my
question. By looking at the number 893, the answer is 9.
 What could the question be?” (Answer: How many tens are in 893?)
Explanation
 Display a 4-column chart labeled with each place value (thousands, hundreds,
tens, ones).
 Explain that the first column from the right is the ones place. If there is a 9 in this
place, the value of the 9 is equal to 9 ones, which equals 9. Ask, “If there is a 7
in this place, what would the value of the 7 be?”
 Explain that the second column from the right is the tens column. If there is an 8
in the tens place, the value of the 8 is equal to 8 tens, which equals 80. Ask, “In
the number 162, what is the value of the 6?”
 Explain that the third column from the right is the hundreds place. If there is a 2
in this place, the value is equal to 2 hundreds, which equals 200. Ask, “In the
number 6,403, what is the value of the 4?”
 Explain that after every 3 numbers, there is always a comma. Tell students that
the first three numbers is referred to as the ones period and the three number
before the comma is the thousands period. Explain that the fourth column from
the right is the thousands place. If there is a 5 in this place, the value of the 5 is
equal to 5 thousands, which equals 5,000. Ask, “In the number 7, 411, what is the
value of the 7?”
 Say the number 678 and select volunteers to place index cards with the numbers
6, 7, and 8 under the correct column according to place value.
 Ask students to explain the value of each number.
 Continue with the numbers 8,091 23 178 3,445. Ask, “How many hundreds are
in 23? Thousands?”
 Explain that if there are only two places, that there are only tens and ones. There
are no hundreds or thousands.
Extension
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Arrange students in pairs.
Distribute Race to the Cup.
Explain to students that the goal is to make the largest possible number in order to
earn a tally.
Each student rolls the die and determines the placement of that number in the
ones, tens, hundreds or thousands place.
The largest number wins and earns a tally in their column.
Highest number of games won is the winner of the pair of students.
Differentiation
 Reteach
 Place students in need of reteaching in flex groups while other students
continue the extension activity.
 Use white board to represent place value and roll large group dice.
 Tell the students where to place the rolled number (Ex: Place the 6 in the
thousands place.)
 Monitor student understanding and allow students displaying understanding to
return to the Extension game.
 Review meaning of place value by using index cards with place names on
them. Begin with ones place and continue through thousands place.
 For final review mix the cards up and put them in incorrect places and ask
students if the order is correct. Ask students to move them to the correct place
and name the place.
 Spend ten minutes on reteaching.

Enrich
 Use www.ixl.com/math/grade-3 (go to place value section).
 Monitor the completion of computer activities that involve place value.
 Distribute and have students complete, Place Value Conversions. An answer
key is included.
Evaluation
 Distribute a copy of Ticket to the Grand Prix to each student.
 Explain to students that in order to participate in the class race tomorrow they will
have to finish this sheet and earn their ticket to the class race the next morning.
An answer key is included.
Day 2
Engagement
 Use numbers from, Relay Race Materials document and hang them on walls
around the room.
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Place students in groups of four.
Give each group a color team name (Ex. Green team, Red team, Purple team,
Blue team, Yellow team) and give them the corresponding word form and base
ten block picture cards.
Explain that the goal of the game is for each team to correctly place their cards
under the correct number in the fastest time.
The team that correctly places all ten of their cards fastest wins.
Exploration
 Congratulate the winning team of the Relay Race. Explain that the purpose of the
game was to represent a number using base ten blocks, standard form, and word
form.
 Explain that we are going to continue representing numbers by working with base
ten blocks.
 Distribute 4-Digit Place Value Chart and Base ten blocks to every student.
 Prepare a 4-Digit Place Value Chart as a model on a document reader or overhead
projector with transparency.
 Explain that you will show a number on an index card and students must represent
the number using base ten blocks. (The index cards should be prepared with
numbers in standard form and word form.)
 Show an index card with the number 372. Have students display the number
using base ten blocks.
 Walk around the classroom to assist and observe students.
 Ask, “Would anyone like to show what they did on the document reader (or
transparency)?”
 Discuss the volunteer’s representation. Ask, “Why did you put three hundreds in
the hundreds column?” “Why didn’t you put anything in the thousands column?”
 Ask, “Did anyone show the same number in a different way? Is it possible to
show 372 in a different way?”
 Have a volunteer try to show 372 in a different way. (By breaking down a
hundred or a ten, etc.)
 Ask, “Are there any questions?”
Explanation
 Explain that there are many ways to show a number, so there are many correct
answers.
 Show an index card with a number in word form.
 Discuss the proper format for writing numbers in word form. For example, 1,268
is written with a comma after the words one thousand. Also, 268 has a hyphen in
sixty-eight.
 Ask volunteers to write the following numbers in word form: 4,155 and 9,023
 Tell students to represent 9,023 using base ten blocks.
 Have a volunteer show how he/she represented the number.
 Ask another volunteer to show the same number a different way.
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Continue with different numbers until most students seem to understand the
concept. Take note of the students that are having difficulty. You can group
them during the next activity in order to give them more instruction.
Extension
 Divide the class into groups of 3 or 4.
 Give each group a piece of chart paper and 5 numbers from 0 - 9,999.
 Explain that students will represent given numbers in three ways: word form and
2 different ways with base ten blocks.
Differentiation
 Reteach
 Use base ten blocks to represent a number with 2 digits on 4-column chart.
(Ex: 68)
 Have students explain what the blocks mean. (Ex: 6 tens = 60, 8 ones = 8)
 Ask a student to give the group another two digit number to represent on the
4-column chart.
 Repeat if necessary with, three and four digit numbers and work on placing
the base ten blocks in the correct location explain that 4 hundred blocks=400.
 Use a Ziploc bag with base ten blocks and mix them up. Have the students
pull out the blocks and place them on their 4-column chart. Ask each student
to tell you the number displayed by the base ten blocks on their 4-column
chart.
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Enrich
 Use www.ixl.com/math/grade-3 (go to place value section).
 Monitor the completion of computer activities that involve place value.
 Distribute, Grand Prix Fans and Hotel Guests to work on higher level skills
with students. An answer key is provided.
Evaluation
 Distribute, Franchitti BCR for students to complete.
 Review responses for understanding of concepts. An answer key is provided.
Day 3
Engagement
 Print Expanded Form Signs.
 Punch holes and connect a piece of yarn to make a sign for each student.
 Explain that you will say a number and the class must determine a way to use
their classmates to make the number. For instance, if the number is 5,421, the
students will need to organize five students with thousands signs, followed by
four students with hundreds signs, two students with tens signs and one student
with a ones sign.
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As the students organize themselves write on the board the expanded form of their
number (5000 + 400 + 20 + 1= 5,421).
Repeat four more times.
Exploration
 Display a number written in expanded form. (Ex: 2,000 + 800 + 20 + 5)
 Tell your students to write this number in standard form.
 Ask, “How did you find the number?” (Students will probably add.)
 Ask, “Do you notice anything about the numbers?” (The numbers are in order
according to place value.)
 Display another number written in expanded form. (Ex.: 4,000 + 200 + 30 + 6)
 Ask, “What is this number in standard form?”
 When a volunteer responds, ask, “How did you get your answer?”
 If the volunteer explained that he/she added, ask, “Is there another way to find the
answer?”
 Display a number missing a number in the tens place. (Ex: 3,000 + 500 + 1)
 Ask, “What number does this expression show?”
 Ask, “Is there anything different about this expression when you compare it to the
other two?” (It is missing a number in the tens place.)
Explanation
 Explain that today we will be working on writing and reading numbers in
expanded form.
 Draw a 3-column chart on the front board.
 Title the first column “Standard Form”, the second “Expanded Form,” and the
third “Word Form.”
 Explain that standard form is a number that is written in digit form. Point to
examples around the room.
 Display a sentence strip with “Standard Form” on your vocabulary wall.
 Explain that word form is the number written in words. Point to examples around
the room.
 Display a sentence strip with “Word Form” on your vocabulary wall.
 Explain that expanded form is a way to write a number that shows the sum of
values of each digit of a number.
 Ask, “What is a sum?”
 Ask, “From this definition, how do you think we can find the expanded form of a
number in standard form?” (Allow students to explain how to find expanded
form.)
 Write a number in standard form on the 3-column chart. (Ex: 717)
 Ask, “How should we write 717 in expanded form?” (700 + 10 +7)
 Explain, “Since the first 7 is in the hundreds place, its value is 700. The 1 is in
the tens place and its value is 10. The second 7 is in the ones place and its value
is 7. When you add them together, the number is 717.”
 Ask, “Who can write 717 in word form?”
 Allow a volunteer to write and explain his/her response.
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Continue with other number. Vary the numbers so that some have thousands,
some have zeros in the hundreds, tens, and ones places.
Explain that if we have a number with a zero in the hundreds, tens, and/or ones
places, that we can either write the zero in expanded form or leave it out.
(Ex: 2,000 + 900 + 0 + 3 = 2,903 or 2,000 + 900 + 3 = 2,903)
Extension
 Pair students in groups of two.
 Distribute, Mixed Up Number Game to each student.
 Have students work together to represent the numbers in standard and expanded
form.
 Pairs will then order numbers from least to greatest.
 Instruct students to write the number in word form.
Differentiation
 Reteach
 Use base ten blocks in one container with displayed standard form number
(Ex. Number says 1,523 and container has base ten blocks to display the
number, 1,523).
 Have each student name the value of the base ten blocks then work on pulling
them out largest to smallest.
 Place blocks on white board and use a dry erase marker to write in addition
symbol. Example: Place the one thousand base ten block follow by a “+’
sign. Then place five hundreds blocks followed by a “+”
sign and then two tens blocks followed by a “+” sign and finally three ones
blocks followed by = sign.
 Discuss how each number can be broken into expanded form by pulling out
the thousands, hundreds, tens and ones values and adding them together.
 Repeat practice with base ten blocks.
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Enrich
 Allow students to play place value games on
http://www.toonuniversity.com/flash.asp?err=496&engine=5
 Monitor the completion of computer activities that involve place value.
 Group students in fours. Give each pair a deck of cards with the Jokers,Tens,
Aces, Jacks, and Kings removed. Queens are zeros.
 Distribute Racing Fan Club Directions and Racing Fan Club Game Mat.
Evaluation
 Distribute, Farewell Grand Prix to each student.
 Review responses for understanding of concepts. An answer key is included.
Summative Assessment:
This Race to the Finish Line assessment will look at the skills taught each day to measure the
understanding of a unit as a whole. Expected skills include displaying an understanding of place
value, expanded form and creating different but equivalent number expressions. Distribute Race
to the Finish Line. The answer key is provided.
Authors:
Stephanie Ferguson
Calvert Elementary/North East Elem.
Cecil County Public Schools
Lorrie Randall
Mary Ann Winterling Elem.
Baltimore City Public Schools
Name_______________________________________ Date________________________________
Grand Prix Place Value
1. On Friday 9,450 Grand Prix visitors are expected to stay in hotels. Write the total visitors staying in hotels
in words.
____________________________________________________________________
2.
Write the place value of the underlined number on the road sign.
Finish in 2,046 miles
_____________________________________________________________________
3.
The number four thousand, two hundred sixty-four is written on the fastest car. Circle how the number is
written.
A. 4,624
C. 4,264
B. 2,644
D. 4,246
4. The number of hot dogs sold during the Baltimore Grand Prix is displayed in cubes below. Circle the
number of hot dogs sold.
5.
A. 1,591
C. 2,581
B. 2,591
D. 259
Write the number of Grand Prix fans, 6,243, who will watch the race from home in expanded form.
_______________________________________________________________________________
Name_______________________________________
Date__________________________
Grand Prix Place Value
Answer Key
1.
On Friday 9,450 Grand Prix visitors are expected to stay in hotels. Write the total visitors staying in
hotels in words.
_ Nine thousand, four hundred fifty_______________________________________________
2.
Write the value of the underlined number on the road sign.
Finish in 2,046
miles
__2,000__________________________________________________
3.
The number four thousand, two hundred sixty-four is written on the fastest car. Circle how the
number is written.
C. 4,624
C. 4,264
D. 2,644
D. 4,246
4. The number of hot dogs sold during the Baltimore Grand Prix is displayed in cubes below. Circle
the number of hot dogs sold.
C. 1,591
C. 2,581
D. 2,591
D. 259
5.
Write the number of Grand Prix fans, 6,243, who will watch the race from home in expanded form.
6,000+ 200 + 40 + 3= 6,243_______________________________________________
Group Members: ________________________
___________________________
Directions: One person rolls the die and places the number shown under any place value
they choose on the place value grid. The second person repeats. Continue 3 more times
until the grids are complete. The person with the greater number wins. The winner
places a tally mark in his/her column below.
Race # 1
Thousands Hundreds Tens
Ones
Thousands Hundreds Tens Ones
Thousands
Hundreds
Tens
Race # 2
Ones
Thousands
Thousands
Hundreds
Tens
Race # 3
Ones
Thousands
Hundreds
Tens
Ones
Tens
Race # 4
Ones
Thousands
Hundreds
Tens
Ones
Thousands
Hundreds
Hundreds
Tens
Ones
Winning Tallies
Racer A
Racer B
Name: _______________________________________ Date: ____________________
Place Value Conversions
Directions: Find the missing number. Use base ten blocks as a resource.
1.
2.
hundreds = 200 ones
50 ones =
3. 1 thousand =
tens
hundreds
4.
Thousands = 80 hundreds
5.
Thousands = 900 tens
6. 600 ones =
7. 4 hundreds =
tens
tens
8. Stephanie says that 30 tens is the same as 300 ones. Layla says that 30 tens is the
same as 3,000 ones. Who is correct?
___________________________________
Use what you know about place value to explain how you got your answer. Why isn’t
the other girl correct?
_______________________________________________________________________
_______________________________________________________________________
________________________________________________________________________
________________________________________________________________________
________________________________________________________________________
Name: _______________________________________ Date: ____________________
Place Value Conversions [Answer Key]
Directions: Find the missing number. Use base ten blocks as a resource.
1.
2.
2
50 ones =
3. 1 thousand =
hundreds = 200 ones
5
tens
10
hundreds
4.
8
Thousands = 80 hundreds
5.
9
Thousands = 900 tens
6. 600 ones =
7. 4 hundreds =
60
40
tens
tens
8. Stephanie says that 30 tens is the same as 300 ones. Layla says that 30 tens is the
same as 3,000 ones. Who is correct?
Stephanie
Use what you know about place value to explain how you got your answer. Why isn’t
the other girl correct?
Place value is the value of a digit according to the placement of it in a number. Stephanie
is correct because I counted by ten 30 times. Also, I know that 10 tens is 100, 20 tens is
200, so 30 tens is 300. Layla is not correct because 3,000 has 30 hundreds or 300 tens,
not 300 ones.
Ticket to the Grand Prix
Name_________________________ Date____________________________
1. 5,465 = ____ thousands, ____ hundreds, ____ tens, _______ ones
2. 2,304 = ____ thousands, ____ hundreds, ____ tens, _______ ones
3. 570 = _____ thousands, ____ hundreds, ____ tens, _______ ones
4. What is the value of the 5 in the number 4,576?
______________________________________________________
5. What is the value of the 0 in 1,305?
______________________________________________________
Ticket to the Grand Prix
Name_______________________
Date________________________
1. 5,465 = ____ thousands, ____ hundreds, ____ tens, _______ ones
2. 2,304 = ____ thousands, ____ hundreds, ____ tens, _______ ones
3. 570 = _____ thousands, ____ hundreds, ____ tens, _______ ones
4. What is the value of the 5 in the number 4,576?
______________________________________________________
5. What is the value of the 0 in 1,305?
______________________________________________________
Ticket to the Grand Prix
Answer Key
Name_________________________
Date____________________________
1. 5,465 = __5__ thousands, __4__ hundreds, __6__ tens, ___5____ ones
2. 2,304 = __2__ thousands, __3__ hundreds, __0__ tens, ___4____ ones
3. 570 = ___0__ thousands, __5__ hundreds, __7__ tens, ___0___ ones
4. What is the value of the 5 in the number 4,576?
___Five hundred (500)_____________________________________
5. What is the value of the 0 in 1,305?
___Zero (0)______________________________________________
Green
Green
Fifty-Six
Green
Green
Green
Seven hundred
thirty-nine
Green
Three
thousand,
fifteen
Green
Green
Five thousand,
eight hundred
twenty-one
Green
Seven hundred
forty
Green
Blue
Blue
Fifty-Six
Blue
Blue
Blue
Seven hundred
thirty-nine
Blue
Three
thousand,
fifteen
Blue
Blue
Five thousand,
eight hundred
twenty-one
Blue
Seven hundred
forty
Blue
Yellow
Yellow
Yellow
Yellow
Fifty-Six
Five thousand,
eight hundred
twenty-one
Seven hundred
thirty-nine
Yellow
Yellow
Three
thousand,
fifteen
Yellow
Yellow
Yellow
Seven hundred
forty
Yellow
Red
Red
Fifty-Six
Red
Red
Red
Seven hundred
thirty-nine
Red
Three
thousand,
fifteen
Red
Red
Five thousand,
eight hundred
twenty-one
Red
Seven hundred
forty
Red
Purple
Purple
Fifty-Six
Purple
Purple
Purple
Seven hundred
thirty-nine
Purple
Three
thousand,
fifteen
Purple
Purple
Five thousand,
eight hundred
twenty-one
Purple
Seven hundred
forty
Purple
Relay Race Materials
56
739
5,821
3,015
240
4-Digit Place Value Chart
Thousands
Hundreds
Tens
Ones
Name: _______________________________________ Date: _________________________
Grand Prix Fans and Hotel Guests
1. Graham Rahal has 4,821 fans coming to see him race in the Baltimore Grand Prix. How many fans
would he have if 200 more bought tickets? How did the hundreds place change?
_____________________________________________________________________
_____________________________________________________________________
2. Marco Andretti has 201 fans from France, 433 fans from Italy, and 6,217 fans from the United States.
How many fans does he have altogether? How does place value help you solve this problem?
________________________________________________________________________
________________________________________________________________________
Hotel
Sheraton Inner Harbor Hotel
Hyatt Regency Hotel
Marriott Baltimore Waterfront
Number of Guests
1,208
339
764
Read the chart above. Using base ten models, draw the number of people staying in each hotel.
3. Sheraton Inner Harbor Hotel
4. Hyatt Regency Hotel
5. Marriott Baltimore Waterfront
Name: _______________________________________ Date: _________________________
Grand Prix Fans and Hotel Guests [Answer Key]
1. Graham Rahal has 4,821 fans coming to see him race in the Baltimore Grand Prix. How many fans
would he have if 200 more bought tickets? How did the hundreds place change?
He would have 5,021 fans. The hundreds place changed from an 8 to a 0 because 8 + 2 = 10 hundreds.
10 hundreds = 1 thousand, so there are no hundreds and 1 more thousand.
2. Marco Andretti has 201 fans from France, 433 fans from Italy, and 6,217 fans from the United States.
How many fans does he have altogether? How does place value help you solve this problem?
He has 6,851 fans altogether. Place value helps you solve this problem because you must line the
numbers up according to place value before you solve.
Hotel
Sheraton Inner Harbor Hotel
Hyatt Regency Hotel
Marriott Baltimore Waterfront
Number of Guests
1,208
339
764
Read the chart above. Using base ten models, draw the number of people staying in each hotel.
3. Sheraton Inner Harbor Hotel
4. Hyatt Regency Hotel
5. Marriott Baltimore Waterfront
Name: ____________________________Date: _______________________
At Franchitti Racing School there are 7,605 students.
Step A
Write the number of students in two ways using
word form and base ten block pictures.
____________________________________________________________
Step B
Using what you know about place value explain why your base ten picture is
correct. Be sure to include numbers, words, and/or symbols in your response.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Answer key
At Franchitti Racing School there are 7,605 students.
Step A
Write the number of students in two ways using
word form and base ten block pictures.
Seven thousand, six hundred five
Step B
Using what you know about place value explain why your base ten picture is
correct. Be sure to include numbers, words, and/or symbols in your response.
Place value is the value of a digit according to its placement in a number. The 7 is in the
thousands place, so I drew 7 thousands blocks. The 6 is in the hundreds place, so I drew
6 hundreds blocks. There is a 0 in the tens place, so I did not have to draw any tens.
There is a 5 in the ones place, so I drew 5 ones.
Expanded Form Signs


Thousand


Hundred


Ten


One
thousands
hundreds
tens
ones
1
2
3
4
5
6
7
Mixed Up Numbers Game
Directions: Students should cut up cards to play game.
8
9
0
Names_____________________________
_____________________________
Date __________________________
Mixed Up Number Game: Mix up the cards. One partner holds the digits. The other partner holds the place value. One
at a time match cards: place value to digits. Then fill in the chart.
Standard Form
1. ___, ___ ___ ___
Expanded Form
1.
2.
2. ___, ___ ___ ___
3.
3. ___, ___ ___ ___
4.
4. ___, ___ ___ ___
5.
5. ___, ___ ___ ___
Write your 5 numbers in order from least to greatest.
___________________________
___________________________
___________________________
___________________________
___________________________
Write the largest number in word form.
__________________________________________________________________________________________
Rules




Sit next to each other (not across like in regular war) and place the Number Club Mat (see card design)
in front of you.
Pick a card from the deck. The player with the highest card deals.
Dealer: Shuffle the cards and deal them all out, one at a time and face down. Each player should have
the same number of cards. If they don't, check to make sure all the Jokers, Tens, Aces, Jacks, and Kings
have been removed from the deck.
Players: Stack your cards in a pile face down. Do not look at them.
Play:
1. Player on the dealer's left: You go first. Flip over the top card on your deck and place it in either the
Hundreds, Tens, or Ones place on the Number Club Mat. Remember, you are trying to build the largest
number.
2. Play goes around to the left with each player placing a card in their Hundreds, Tens, or Ones place on
the Number Club Mat.
3. After all players have made a 4-digit number, the player with the largest number wins the round.
4. Winner: In order to collect all the cards on the mat, you must correctly read the value of your number
and all other losing numbers in this manner: If your winning number was 523 and the losing numbers
were 321 and 212, you would say: "Five hundred forty three is larger than three hundred twenty one and
two hundred twelve.
5. Players: Check to make sure the winner says the numbers correctly. If s/he makes a mistake, the player
with the second largest number wins the round and collects all the cards on the mat. Place the winning
cards face down at the bottom of your deck.
6. Person on the winner's left: You start the next round by placing a card on the Number Club Mat. Play
continues to the left so the winner goes last. This will give her/him an advantage.
7. Winning: The player who collects all the cards is the winner. In a 3 or 4 player game, players who run
out of cards must sit out. Play continues with the winning players until there is an ultimate winner.
Racer
#1
Racer
#2
Racer
#3
Racer
#4
Name_______________________________________
Date__________________________
Farewell Grand Prix!
1.
It will take Baltimore City Sanitation 2,346 hours to clean up the trash from the Grand Prix. What is
the value of the 3?
______________________________________________________________________________
2. The number of visitors who had fun at the Baltimore Grand Prix is displayed in cubes below. Circle the
correct number of happy visitors.
A. 5,445
C. 4000+300+40+3
B. Four thousand, four hundred forty-five
D. 4,445
3. Marco Andretti has 9,742 friends on Facebook. Write Marco’s number of friends in expanded form.
___________________________________________________________________________________
4. The last day of the Grand Prix had a record number of 6,705 spectators. Write the total number of
spectators in words.
______________________________________________________________________________
Name_______________________________________
Date__________________________
Farewell Grand Prix!
Answer Key
1.
It will take Baltimore City Sanitation 2,346 hours to clean up the trash from the Grand Prix. What is the
value of the 3?
______300________________________________________________________________________
2. The number of visitors who had fun at the Baltimore Grand Prix is displayed in cubes below. Circle the
correct number of happy visitors.
E. 5,445
C. 4000+300+40+3
F. Four thousand, four hundred thirty-five
D. 4,445
3. Marco Andretti has 9,742 friends on Facebook. Write Marco’s number of friends in expanded form.
____9000 + 700 + 40 + 2 = 9,742___________________________________________________________
4. The last day of the Grand Prix had a record number of 6,705 spectators. Write the total number of
spectators in words.
Six thousand, seven hundred five_______________________________________________________
Name____________________ Date______________
Race to the Finish Line
The place value of the underlined number is:
1. 5,624
A. Hundreds
B. Thousands
C. Ones
D. Tens
2. 7,243
A. Hundreds
B. Thousands
C. Ones
D. Tens
3. If Dario has 200 wins, how many tens of races did he win?
4. Write this number in expanded form, 5,094.
5. Write this number in word form, 9,232.
6. What is the value of the 6 in 8,692?
7. Write this number in expanded form, 2,785.
8. If Mario told television reporters he won four thousand, seven hundred fifty-eight races, what number
would you write to display his wins?
Brief Constructed Response (worth 3 points)
Attendance at the Baltimore Grand Prix was at an all time high for children. John went and
tallied the children who attended. He calculated that there were 1,205 girls and 2,843 boys.
Step A
Write the number of boys in three ways using word form and base ten block pictures
and expanded form.
Step B
Using what you have learned about place value explain why your representations are correct.
Be sure to include numbers, words, and/or symbols in your response.
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
_____________________________________________
Name ____________________ Date______________
Race to the Finish Line
Answer Key
The place value of the underlined number is:
1. 5,624
A. Hundreds
B. Thousands
C. Ones
D. Tens
2. 7,243
A. Hundreds
B. Thousands
C. Ones
D. Tens
3. If Dario has 200 wins, how many tens of races did he win?
Twenty
4. Write this number in expanded form, 5,094.
5,000 + 0 + 90 + 4 =5,094
5. Write this number in word form, 9,232.
Nine thousand, two hundred thirty-two
6. What is the value of the 6 in 8,692?
600
7. Write this number in expanded form, 2,785.
2,000 + 700 + 80 + 5= 2,785
8. If Mario told television reporters he won four thousand, seven hundred fifty-eight races, what number
would you write to display his wins?
4,758
Brief Constructed Response (worth 3 points)
Attendance at the Baltimore Grand Prix was at an all time high for children. John went and
tallied the children who attended. He calculated that there were 1,205 girls and 2,843 boys.
Step A
Write the number of boys in three ways using word form and base ten block pictures
and expanded form.
Two thousand, eight hundred forty-three
2,000 + 800 + 40 + 3
Step B
Using what you have learned about place value explain why your representations are correct.
Be sure to include numbers, words, and/or symbols in your response.
Place value is the value of a digit according to its placement in a number. 2,843 has 2 thousands, so I drew 2
thousands blocks. It has 8 hundreds, so I drew 8 hundreds blocks. It has 4 tens blocks, so I drew 4 tens. It
has 2 ones, so I drew 2 ones blocks. 2 thousands = 2,000 8 hundreds = 800 4 tens = 40 and 3 ones = 3. So,
2,000 + 800 + 40 + 3 = 2,843 in expanded form. For word form, I wrote out the words that I would say
when reading the number. I made sure to put a comma after the thousands and a hyphen in between
43.