Introducing Place Value (Page 2 of 3) in pdf

4. Ask the learners why our number system is

7. Draw the place-value chart below on the board.

based around 10. If necessary, prompt the

response that it is because we have 10 fingers.

HUNDREDS

TENS

ONES

Model counting 12 objects on your fingers.

Ask the learners what value the place to the left

Record the 1 group of 10 in the tens column

of the ‘hundreds’ has. Listen for the response

before reusing your fingers to count the

‘thousands’ and ask the learners to confirm that

remaining 2. Record the 2 in the ones column.

this place is greater than the ‘hundreds’ place by

a factor of 10 (10 x 100 = 1,000).

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TENS

ONES

Repeat the questions:

“What value does the place on the left have?”

“Is it greater by a factor of 10?”

Ask what you would write in the place-value

chart if you had only 10 objects. Discuss the

for each section, until the chart is complete.

use of 0 as a place holder.

100

5. Ask what happens when you have counted 9

MILLIONS

THOUSANDS

HUNDREDS

TENS

ONES

groups of 10 and you add another group of

8. Ask the learners to look for and describe any

10. Listen for the response that you have 100,

pattern.

record this in the place-value chart and reinforce

9. Redraw the chart.

that 100 is the same as 10 groups of 10.

MILLIONS

THOUSANDS

ONES

HUNDREDS

TENS

ONES

HUNDREDS

TENS

ONES

HUNDREDS

TENS

ONES

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TENS

ONES

If necessary, the learners can count toothpicks

10. Put numbers in the chart and ask:

into groups of 10 to develop a better

Read this number aloud.

understanding of this idea. Keep the groups in

“What is the value of the 8?”

place with rubber bands.

“What is the value of the 3?”

6. At this point, you may wish to discuss the

“What is the value of the 6?”

fact that not all number systems are based

around 10 and perhaps talk about other

MILLIONS

THOUSANDS

ONES

number systems used around the world. The

HUNDREDS

TENS

ONES

HUNDREDS

TENS

ONES

HUNDREDS

TENS

ONES

learners could do some research themselves

into different number systems and their

history. This is an opportunity for the learners

to recognise that there is a cultural aspect

to number and for you to value the different

cultural backgrounds of your learners.

Tertiary Education Commission Teaching Adults to Make Sense of Number to Solve Problems: Using the Learning Progressions

Introducing Place Value Page 2

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