![]() The idea was great, but they didn’t work well for us. Of course, if you have base-ten blocks available, they are a great tool. These are an inexpensive alternative to base-ten blocks. One strategy to teach this concept and reinforce the value of digits is to use base-ten chips or counters. Far too often, we skip a step or two with this concept. The key is to allow students to move from concrete, to pictorial representations, and then to abstract computation. There are so many ways to teach this lesson! It really depends on what resources you have and your students. This is not the only time I teach this concept, but I like to insert this concept within our place value lessons so students can see the connection between multiples of ten and place value. Then we move into multiplying by tens and hundreds. (The Value of Numbers Form is in my TpT Store.) To review the previous lessons, students complete the Value of Numbers page in their math notebooks. That’s one of the reasons so many students later struggle with multi-digit multiplication and division. As an adult, it seems so instinctive, but that’s not the case for many of our students. I will never understand why multiplying by multiples of ten is so hard for students. For example, Build a number where the 6 in the hundreds place is ten times bigger than the six in the tens place. As an extension, have students determine what number to create. Students repeat this with a collection of numbers. This is such a useful way to guide students into this complex concept. Then in this example, students build the number 511,510 and determine how many times larger is the 5 in the hundred thousands place than the 5 in the hundreds place. Students can cut out individual digit cards or they can cover the top portion with a page protector and write with a dry erase marker. Students will use those arrows to determine how much larger same digits are within given numbers.įor example, in this problem students create the number 614,277 and determine how many times larger is the 7 in the tens place than the 7 in the ones place. Students will cut out arrows that are labeled 10x bigger, 100x bigger, and 1,000x bigger. While this does go above most fourth grade students this tends to solidify students’ understanding on how numbers increase based on their place value position.įollow the explanation above with this hands-on activity. The same strategy can be used for showing students what is 100 times bigger or even 1,000 times larger. This visualization will help students understand that the unit on the left is 10 times as many as the current place. Repeat with tens to hundreds, hundreds to thousands, thousands to ten-thousands, and ten-thousands to hundred-thousands. Use the visual to explain that one ten is 10 times as much as 1 one. When introducing this concept about the value of digits, refer back to the place value chart where students built representations of 1, 10, 100, 1,000, 10,000 and even 100,000. ![]() You can read more about those foundational lessons in this place value post. Students’ previous lessons on place value laid the foundation for this concept. You can find all of these lessons in my 4th Grade Place Value Unit. In this post, I’ve shared some of my favorite lessons and activities for teaching the concept and value of digits so students get it and remember it. However, it’s one of those essential math concepts that students need to fully understand. This is one of those standards that seems so intuitive to many of us as adults, but it’s incredibly abstract and confusing to students. Have you ever read a standard where you had to read, reread, and reread again, and you were still completely confused? That’s how I felt when I first read 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. While I understood the concept, I had a hard time visualizing how to teach this concept on the value of digits to my students.
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