 Identifying the value of the digits in numbers (Investigation)

Lesson

What's in a name?  In this activity, you'll work with a partner to practise number names.

Materials

For this activity you will need

• Two sets of ten cards numbered $0$0 to $9$9 (one for each person)
• a $6$6 sided die
• optional: a number expander (you or your teacher can print one out from here)

Game Rules

Take turns drawing $5$5 cards from the deck.  Use those cards to make a number.  (If you want you can write this number on your number expander.)

• $1$1 or $2$2- Say how many units in your number
• $3$3 or $4$4 - Say how many tens and units in your number
• $5$5 or $6$6 - Say how many hundreds and units in your number

Example

Your friend draws a  $4$4, $6$6, $2$2, and $8$8.  He decides to make the number $6248$6248.  If he rolls

• $1$1 or $2$2 - He says, "six thousand, two hundred plus forty-eight units."
• $3$3 or $4$4 - He says,  "six hundred twenty four tens plus eight units."
• $5$5 or $6$6 - He says, "sixty-two hundreds plus forty-eight units."

Follow-Up Questions

1. Were there numbers that were more difficult to say than others?  Why was that?

2. If you had numbers with a zero, did this make a difference to how difficult you felt the number was?

Variations

• Draw more cards
• Change the requirements for the dice rolling

Outcomes

5.NN1.02

Demonstrate an understanding of place value in whole numbers and decimal numbers from 0.01 to 100 000, using a variety of tools and strategies (e.g., use numbers to represent 23 011 as 20 000 + 3000 + 0 + 10 + 1; use base ten materials to represent the relationship between 1, 0.1, and 0.01)