Activity 1...Activity 1 Focus of activity: Place value in 5-digit numbers; Adding and subtracting 1,...
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© Hamilton Trust ex-support_pv-add-sub_6113 Pick ‘n’ mix my digits Activity 1 Focus of activity: Place value in 5-digit numbers; Adding and subtracting 1, 10, 100, 1000, 10,000. Working together: conceptual understanding • Write 23,456 on a large sheet of paper. How many digits are in this number? Agree that it is a 5- digit number. Explain that the digits before the comma tell us how many 1000s there are, and the digits after the comma tell us the numbers of 100s, 10s and 1s. The comma helps us to read the number; the digits before the comma tells us how many 1000s, so we can say the word thousand when we get to the comma. Say: twenty-three thousand, four hundred and fifty-six. • Write 23,456 in the place value grid (see child instructions). How many ten thousands? Which digit shows us the 10 thousands? What is the value of the 3? How many hundreds? • Show 43,261. Ask chn to read it and then write it in their place value grids. In this number the 4 tells us how many ten thousands and the 3 tells us how many one thousands. What do the other digits stand for? • Read but don’t write 37,283. Ask chn to write this number into their place value grid. 10,000s 1000s 100s 10s 1s • Make 23,794, by circling one number in each column in the vertical place value chart (see child instructions). Now put the number together and write the number onto your whiteboards. Where would you write the comma? Ensure their commas start low and don’t look like an apostrophe or decimal point. When we say ‘place value’, we mean the value of the digit, according to its place in the number. A three in the 1000s place is worth much more than a 3 in the 1s place. Ask different chn to say the value of each digit in the 5-digit number. Even though we can’t see each whole number in the ten 1000s, one 1000s, 100s and 10s place, we know what the number is, by looking at the digit and its place in the whole number. • Subtract 100 from 23,794. Which digit will change? Chn write the new number underneath. • Subtract 90. Check that chn write 23,604, not 23,64. Agree that the 0 is used as the place holder. • Add 3000. Which digit will change? Chn write the new number underneath (26,604). • How could we make the number change to 46,604? • How can we change 46,604 to 46,684? Up for a challenge? Write 74,962. Add 1 first, then 10, 100, 1000, 10,000. What will the new number be? Ensure the chn recognise that when 100 is added, it will change the hundreds and the thousands digit.
Transcript of Activity 1...Activity 1 Focus of activity: Place value in 5-digit numbers; Adding and subtracting 1,...
© Hamilton Trust ex-support_pv-add-sub_6113
Pick ‘n’ mix my digits Activity 1
Focus of activity: Place value in 5-digit numbers; Adding and subtracting 1, 10, 100, 1000, 10,000.
Working together: conceptual understanding • Write 23,456 on a large sheet of paper. How many digits are in this number? Agree that it is a 5-
digit number. Explain that the digits before the comma tell us how many 1000s there are, and the digits after the comma tell us the numbers of 100s, 10s and 1s. The comma helps us to read the number; the digits before the comma tells us how many 1000s, so we can say the word thousand when we get to the comma. Say: twenty-three thousand, four hundred and fifty-six.
• Write 23,456 in the place value grid (see child instructions). How many ten thousands? Whichdigit shows us the 10 thousands? What is the value of the 3? How many hundreds?
• Show 43,261. Ask chn to read it and then write it in their place value grids. In this number the 4tells us how many ten thousands and the 3 tells us how many one thousands. What do the otherdigits stand for?
• Read but don’t write 37,283. Ask chn to write this number into their place value grid.
10,000s 1000s 100s 10s 1s
• Make 23,794, by circling one number in each column in the vertical place value chart (see childinstructions). Now put the number together and write the number onto your whiteboards. Wherewould you write the comma? Ensure their commas start low and don’t look like an apostrophe ordecimal point. When we say ‘place value’, we mean the value of the digit, according to its place inthe number. A three in the 1000s place is worth much more than a 3 in the 1s place. Ask differentchn to say the value of each digit in the 5-digit number. Even though we can’t see each wholenumber in the ten 1000s, one 1000s, 100s and 10s place, we know what the number is, by lookingat the digit and its place in the whole number.
• Subtract 100 from 23,794. Which digit will change? Chn write the new number underneath.• Subtract 90. Check that chn write 23,604, not 23,64. Agree that the 0 is used as the place holder.• Add 3000. Which digit will change? Chn write the new number underneath (26,604).• How could we make the number change to 46,604?• How can we change 46,604 to 46,684?
Up for a challenge? Write 74,962. Add 1 first, then 10, 100, 1000, 10,000. What will the new number be? Ensure the chn recognise that when 100 is added, it will change the hundreds and the thousands digit.
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Now it’s the children’s turn: • Children work in pairs. They each pick 5 random digit cards made from their own pack of shuffled
1-9 digit cards and lay them out on the table to make a 5-digit number each. They shuffle andplace a mystery card (see child instructions) face down below each digit.
• They turn over a card to determine whether to add or subtract 1, then 10, then 100, then 1000,and finally 10,000. They change the digit cards as they do so. Make sure there are plenty of sparedigit cards in case chn have to repeat a digit.
• The child with the highest 5-digit number at the end wins.• Support chn if/when they need to bridge 10, 100, 1000 or 10,000, i.e. change two digits. Ensure
children keep a note of their additions and subtractions as they go along on paper,e.g. 64,823 + 1 = 64,824 64,824 – 10 = 64,814 64,814 + 100 = 64,914
• Use language including greater than and less then when discussing who has the largest number.Ask questions, e.g. how many hundreds in this number?
S-t-r-e-t-c-h: If chn cope well, they draw a long 0 to 100,000 line. They choose a 5-digit number to place on the line. Roughly where would this 5-digit number go on the number line? Is it closer to 80,000 or 90,000? Repeat with other 5-digit numbers and write under the line.
Things to remember Remember that you need to look carefully at the place of each digit within the 5-digit number to understand its value. Write 40,872 and ask chn what each digit stands for. Ensure that they realise that 0 is used as a place holder. Remember that we can use a 0 in a 5-digit number to show that there are no 1000s or 100s or 10s or 1s. Ask a child to say an example from their work. The rest of the group write down the number. Have they written it correctly? You may want to add something that has emerged from the activity. This may refer to misconceptions or mistakes made.
Resources • Place value grids (see child instructions)• Vertical place value chart, copied onto A3
paper (see child instructions)• Long paper roll for a number line• Whiteboards/pens• Mystery number cards (see child instructions)• Packs of 1-9 digit cards.
Outcomes 1. Chn can make and partition 5-digit
numbers 2. Chn can add and subtract 1, 10, 100, 1000
and 10,000 to and from 5-digit numbers. 3. Chn are beginning to position 5-digit
numbers on a 0-100,000 number-line.
Pick ‘n’ mix my digits Activity 1
Work in pairs
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Learning outcomes:• I can make and partition 5-digit numbers.• I can add and subtract 1, 10, 100, 1000 and 10,000 to and from 5-digit numbers.• I am beginning to position 5-digit numbers on a 0-100,000 number line.
Things you will need:• Place value grids• Pencils• Mystery cards (+ and =)• Sets of 1-9 digit cards
What to do:
• Each person picks five digit cards fromtheir own set of 1-9 digit cards to make a5-digit number.
• Shuffle and place a mystery card beloweach digit, face down.
• Turn over the mystery card. You willchange your 1s digit by adding orsubtracting 1 according to the card.
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Move on to the 10s digit. Turn over the mystery card and add or subtract 10. Write the matching addition or subtraction.
• Then move on to the 100s digit, then the 1000s digit and finally the 10,000s digit.
• The person in your pair with the highest 5-digit number at the end wins.
• Make sure that you keep a note of your additions and subtractions as you go.
S-t-r-e-t-c-h:Draw a long 0-100,000 number line. Where would your 5-digit number go on the number line? More than half way? Write your 5-digit number in the right place on the number line.
64,823 + 1 = 64,824 64,824 – 10 = 64,814 64,814 + 100 = 64,914
Write the matching addition or subtraction.
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Pick ‘n’ mix my digits Activity 1
10,000s 1000s 100s 10s 1s
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Pick ‘n’ mix my digits Activity 1
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1 0 0 0 0 1 0 0 0 1 0 0 1 0 1
2 0 0 0 0 2 0 0 0 2 0 0 2 0 2
3 0 0 0 0 3 0 0 0 3 0 0 3 0 3
4 0 0 0 0 4 0 0 0 4 0 0 4 0 4
5 0 0 0 0 5 0 0 0 5 0 0 5 0 5
6 0 0 0 0 6 0 0 0 6 0 0 6 0 6
7 0 0 0 0 7 0 0 0 7 0 0 7 0 7
8 0 0 0 0 8 0 0 0 8 0 0 8 0 8
9 0 0 0 0 9 0 0 0 9 0 0 9 0 9
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Pick ‘n’ mix my digits Activity 1
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Pick ‘n’ mix my digits Activity 1
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