Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK A
Manipulatives/Tools Available: None
Write these numerals:
a. two hundred sixty-one
b. eight
c. forty-eight
d. nine hundred seven
e. three hundred ninety-seven
Hundreds
Tens
Ones
TASK B
Manipulatives/Tools Available: Spinner with numerals 0-9
Directions:
1. Use a spinner with the numerals 0-9 to create numbers for the place value boxes below.
2. For each number created by the spinner, write the number in standard form, the expanded form
and the number word.
Example:
Thousands
8
Thousands
Ten
thousands
Thousands
Hundreds
Tens
Ones
6
2
4
Hundreds
Tens
Ones
Standard
form
Expanded
form
Number
word
Hundreds
Tens
Ones
Standard
form
Expanded
form
Number
word
Standard
form
Expanded
form
Number
word
Hundreds
Tens
Ones
Standard
form
8,624
Expanded
form
8,000 + 600 + 20 + 4
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Number
word
Eight thousand,
six hundred twenty-four
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK C
Manipulatives/Tools Available: Place value chart (optional)
National Park Data
Yellowstone
Olympic
Gates of the
National Park
National Park Arctic
State
Idaho, Montana, and
Washington
Alaska
Location Wyoming
Area
2,219,791 acres
922,651 acres
7,523,898 acres
Glacier Bay
Big Bend
Alaska
Texas
3,224,840 acres
801,163 acres
1. Put the numbers in bold in order from smallest to largest and write each number in word form. Use a
place value chart as a guide if you need it.
2. Which two of the national parks have areas closest to 1 million acres?
3. Find one number written in symbols (not words) greater than 1,000 in a newspaper or magazine. Cut
out the paragraph that contains the number. Highlight or circle the number. Bring the article and the
number to school
Acre: An acre is a unit of measure for area. We use acres to measure land area. An acre is equal to
43,560 square feet. There are 640 acres in a square mile. A football field is a little larger than one acre.
Adapted From: University of Illinois at Chicago. (2004). Math Trailblazers 2nd Edition, Student Guide. Grade 4,
Unit 6, Lesson 1, p. 153.
TASK D
Manipulatives/Tools Available: Pictures of Base 10 blocks OR Place Value Arrow Cards
1. What is another name for 59,600?
A. 500 + 90 + 6
B. 5000 + 900 + 60
C. 50,000 + 9000 + 60
D. 50,000 + 9000 + 600
2. Write in standard form. (http://www.mathmammoth.com/place_value_4.php)
a. 4000 + 500 + 90 + 3
b. 2000 + 90
c. 3000 + 200
d. 8000 + 5
e. 1000 + 80 + 7
f. 5000 + 600 + 9
g. 6 hundred 4 thousand
h. 8 tens 4 thousand
i. 3 ones 7 thousand 2 hundred
j. 4 hundred 5 ones 1 thousand
k. fifty 7, thousand
l. 4 thousand 5
m. 9, sixty, 4 thousand
n. 8 hundred 3 thousand 9
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK E
Manipulatives/Tools Available: Tens sticks and cubes
Fill in the missing parts. Circle the number that is more.
Adapted from: http://www.mathmammoth.com/place_value_1.php
TASK F
Manipulatives/Tools Available: Blank number charts
Fill in the number charts
Count by tens. Use the number charts to help you.
a. 300, 310, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
b. 307, 317, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
c. 332, 342, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
d. 430, 440, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
e. 406, 416, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
f. 453, 463, ___, ___, ___, ___, ___, ___, ___, ___, ___, ___
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK G
Manipulatives/Tools Available: None
Solve this problem: 157 + 36.
Jerry made a drawing using an empty number
line to solve this problem.
Zena also used an empty number line but her
solution does not look like Jerry’s solution.
1. Explain how Jerry solved the problem.
2. Explain how Zena solved the problem.
3. Are both solutions correct? How do you know?
TASK H
Manipulatives/Tools Available: none
http://www.mathmammoth.com/place_value_3.php
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK I
Manipulatives/Tools Available: Base 10 blocks
You are working in the Yummy Candy Factory in the candy packing
room. You package candies like tootsie rolls into rolls and boxes for
shipment and sale. There are 10 individual candy pieces in each roll,
and 10 rolls in each box.
The candies come to the factory in large cases of pieces. Ms. Sort-meOut, the factory manager, gives you an order. Your job is to fill the
order by packing the candies so you use the fewest pieces, rolls, and
boxes.
Today, Ms. Sort-me-Out gives you this order:
There are 927 lemon drops and 167 chocolate dewdrops in the storeroom. You need to divide these
evenly for shipment to the company’s 15 retail shops. How many candies will each shop receive?
TASK J
Manipulatives/Tools Available: None
Look at these problems.
6
10= 60
6
100 = 600
Solve these problems:
a. 5
___ = 50
5
___ = 500
b. 3
10 = ___
3
100 = ___
c. ___
10 = 80
___
100 = 800
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK K
Manipulatives/Tools Available: Number cubes organized as units and tens sticks (two colors [5 of each]
in tens sticks)
1. There are 10 spiders in the garden. 6 spiders catch insects. How many do not catch insects?
2. Lilly has 10 spider books. She buys some more spider books. Now she has 19 spider books.
How many spider books did she buy?
3. Nancy has 19 seashells. She gives some to Scott. Now she has 10 seashells. How many
seashells did she give Scott?
4. There are 17 children playing tag on the playground. 10 more children join them. How many are
playing tag now?
5. There are 27 children on the playground. 10 children leave for lunch. How many children are
playing now?
TASK L
Manipulatives/Tools Available: Hundreds Chart
1. Find the number at the end of each arrow path.
a. 93 ↑↑←↓ ___
b. 59← ←↓→↑ ___
c. 7 ↑↓←↑→ ___
d. 40 ←↓↑←↑→ ___
e. 64 ↑↑↑← → →↓ ___
2. Create an arrow path that starts at 12 and ends at 44.
12 _____________________________________44
3. Create an arrow path that starts at 59 and ends at 36.
59 _____________________________________36
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK M
Manipulatives/Tools Available: Place value arrow cards
1.
2.
3.
4.
5.
6.
7.
8.
Build the number 124.
Build a number that is 100 more than 124.
Build a number that is 1000 more than 4,724.
Build a number that is 10 less than 76.
.
Build a number that is 100 less than 453
Build a number that is 1000 less than 5612.
Build a number between 439 and 487.
Build a number larger than 1,264 but smaller than
1,268.
9. How many different numbers can you make with
two one cards, two ten cards and two hundred
cards?
TASK N
Manipulatives/Tools Available: Ten Frame Cards – 10 ten cards and one of each of cards 0-9 and/or
Hundred Chart
The Other Part of 100
Two people play this game. One student makes a number less than 100 using the fewest number of Ten
Frames. Then both students work mentally to determine what goes with the ten-frame amount to make
100. Each writes the solution on paper and then they check by making the other part with the Ten Frames
to reach a total of 100. Students take turns making the original number.
Van de Walle, J. A. & Lovin, L. H. (2006). Teaching student-centered mathematics: Grades K–3. Boston, MA:
Pearson. p. 147
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK O
Manipulatives/Tools Available: Making Hundreds (Tens, Thousands) Cards and What’s it worth?
Hundreds (Thousands) Grid Paper
Example:
1. Choose a Making Hundreds Card and write the numbers on the
recording sheet.
2. Determine the total value and show the results on your recording sheet.
Complete each hundred as you go.
Making Tens Card
Making Thousands Card
Richardson, K. (2004).
Understanding numbers:
Place value. Bellingham, WA:
Math Perspectives, p. 24.
TASK P
Manipulatives/Tools Available: Book: Count to a million: 1, 000,000 by Jerry Pallotta (New York:
Scholastic, 2003)
0. Do you think if you worked together with your classmates,
you could draw a million ten sticks in bundles of 100 in one
minute?
…
1. How might you go about finding this out?
Adapted from: Wickett, M. & Burns, M. (2005) Lessons for extending place value (Grade 3). Sausalito, CA: Math
Solutions.
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK Q
Manipulatives/Tools Available: Base 10 pieces: 2 hundreds, 20 tens, and 30 units; 2 number cubes
Cover One Hundred – Two players
1. Each player takes a hundreds piece.
2. Take turns. Roll the number cubes. The sum tells you how many units you can place on your
hundreds piece.
3. Decide if you want to exchange 10 units for a ten.
4. Give the number cubes to your partner who does the same thing.
5. Play until one player covers his or her hundred piece with tens.
Adapted from: Wickett, M. & Burns, M. (2002) Lessons for introducing place value (Grade 2) Sausalito, CA: Math
Solutions. p. 124.
TASK R
Manipulatives/Tools Available: MathBoard materials
Each student in the group makes a dot drawing of a threedigit number on a MathBoard, then passes the MathBoard
to the right. Students write the number on the MathBoard in
words, then pass the MathBoard to the right. Next, students
write the number on the MathBoard in numerals and then
pass the MathBoard to the student who made the original
dot drawing. That student must check that the words and
numerals on the MathBoard are correct.
Fuson, K. C. (2006) Math Expressions: Grade 3, Volume 1 (Teacher’s Edition). Boston, MA: Houghton Mifflin, p. 9.
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK S
Manipulatives/Tools Available: None
Manny was solving some story problems. Here is the number sentence he wrote for one problem.
63 – 49 = ____
a. Write a story problem that matches this number sentence.
b. Manny solves this problem: 63 – 49 = ____ this way.
63 – 40 = 23
23 – 3 = 20
20 – 6 = 14
Explain what Manny did.
TASK T
Manipulatives/Tools Available: None
a. 295 How many hundreds? ___ How many tens? ____ How many ones? ____
b. 407 How many hundreds? ___ How many tens? ____ How many ones? ____
c. 720 How many hundreds? ___ How many tens? ____ How many ones? ____
d. 893 How many hundreds? ___ How many tens? ____ How many ones? ____
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK U
Manipulatives/Tools Available: None
1. Listen to this number: 624. Say the number.
2. Now listen to me say 624 as an addition problem: 600+ 20 + 4
3. Your Turn: Say 624 as an addition problem.
(Repeat step 3 with 29, 406, 317, 871, 314)
TASK V
Manipulatives/Tools Available: None
1. Write 6 in the ones place.
2. Write 6 in the tens place.
Write 4 in the thousands place.
Write 4 in the ten thousands place.
Write 9 in the hundreds place.
Write 9 in the ones place.
Write 0 in the tens place.
Write 0 in the hundreds place.
Write 1 in the ten thousands place.
Write 1 in the thousands place.
3. Compare the two numbers you wrote in Problems 1 and 2. Which is greater? How do you know?
Complete.
4. The 9 in 4,965 stands for 9 hundreds or 900.
5. The 7 in 87,629 stands for 7 ___________ or ________.
6. The 4 in 48,215 stands for 4 ___________ or ________.
7. The 0 in 72,601 stands for 0 ___________ or ________.
University of Chicago School Mathematics Project (2002). Everyday mathematics: Student math journal, Vol.1,
Grade 3, p. 104. Chicago: SRA/McGraw-Hill.
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK W
Manipulatives/Tools Available: Popsicle Sticks
Example
Solve these problems
Complete an example
• Say, “We have nine ones. Let’s put the nine ones using Popsicle
sticks in the ones place (cup). The problem is 9+3. Let’s count three
more Popsicle sticks and add them to the nine ones.”
• Say, “Oh no! What’s wrong with the ones place?”
• Students respond, “There can only be nine ones in the ones place.
We have to regroup by making a group of ten.”
• Count the ten Popsicle sticks with the class and make a group of ten.
• Say, “How many groups of ten do we have in the tens place? How
many ones do we have in the ones place? We have 9 +3 which
equals one group of ten and two ones.”
Summarize: Say, “We learned addition with regrouping one digit,
how we can do regrouping with Popsicle sticks, and how we use
regrouping every day.”
Adapted from (accessed 9-14-08) http://www.athens.edu/vinsobm/lesson_48.htm
TASK X
Manipulatives/Tools Available: None
Jamie wants to solve this problem:
1. We planted 18 daffodils. Then we planted
another 15 daffodils. How many daffodils did
we plant?
He writes the equation: 18+18=__
Jamie thinks: I can break apart the numbers.
18=10+8
15=10+5
10+10=20
8+ 5=13
20+13=33
We planted 33 daffodils.
Solve these two problems using Jamie’s method:
2. Jill has 17 stuffed animals. Her friend, Taisha, has 22 stuffed animals. How many stuffed animals do
they have altogether?
3. Ms. Smith has a can of 24 pencils for students to use. She bought 36 more pencils. How many
pencils does she have now?
Adapted from (accessed 9-14-08) http://www.geocities.com/ljacoby_2000/mathstoryprob.html
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008
TASK Y
Manipulatives/Tools Available: None
Fuson, K. C. (2009). Math Expressions:
Volume 2 (Student book, Grade 2).
Orlando, FL: Houghton Mifflin Harcourt.
pp. 283
TASK Z
Manipulatives/Tools Available: Place Value Arrow Cards and/or Base 10 Blocks
Solve and discuss:
1. A camping club bought some raisins. They bought 3 cartons that had 100 bags each. They had 24
bags left from their last trip. How many bags of raisins does the club have?
2. All the students at a school went out on the playground. They formed 8 groups of one hundred
students and 6 groups of ten students. There were 5 students left. How many students go to this
school?
3. Dawn put up strings of lights in the yard. She used 4 strings that had one hundred lights on them.
She also used 8 strings that had ten lights on them. How many lights did she use?
4. Neil works at a newspaper stand. He counted 5 groups of one hundred newspapers and 3 groups
of ten. How many newspapers were at the stand?
Adapted from Fuson, K. C. (2009). Math Expressions: Volume 2 (Student book, Grade 2). Orlando, FL: Houghton
Mifflin Harcourt. pp. 350-352.
Copyright © Friel, Gleason, Goodson-Epsy, and Gunter 2008