Grade 3: Understand and Use Number Notation and Place Value

Grade 3: Understand and use number notation and place value I II III Foldables* Expanded Notation Code Sheet Write a number  provide students with 2 sheets of  use pattern blocks and give a value  provide each student with an index 81/2 x 11 sheets of paper to each card  position lengthwise and fold up 2”  reach into a bag, grab a handful of  direct students at each table group to from bottom pieces\ choose and write numbers between  fold into thirds  write the number in expanded specific values  help students staple on folds to notation and standard form.  “Table 1 students write a number on form pockets your card between 1-1,000. Table 2  label pockets e.g. students write a number on your card  using index cards label with digits Hexagon = 1,000 between 1,001 and 2,000. etc.” 0-9 Trapezoid = 100  in table groups have students (can use playing cards in place of index Parallelogram = 10 compare and order numbers from greatest cards) Triangle = 1 to least or least to greatest.  have students self correct their group Units Place Value Stackers  as a whole class, have students place  make or distribute expanded themselves in order from greatest to notation cards least/least to greatest  use word strip cards  have students orally read their  whole strip = 1,000’s numbers hundreds tens ones 0 0 0  3/4 of strip = 100’s Spinner Game Thousands 0 0  refer to Spinner Game (in I Sample  1/2 of strip = 10’s Activities) 0  after last round, have students  1/4 of strip = 1’s compare and order their numbers

hundreds tens ones *Adapted from MacMillian/McGraw Hill Mathematics- Grade 3 Activities using Foldables: II III

1. Guess My Digit* Place Value Stackers Place Value Models Devise word problems e.g.  to build 3,409, lay down thousands  have pairs of students choose a I am thinking of a 4 digit number. The strip, place the 3 in the thousands handful of base ten materials from a bag ones digit of the number is 2. The place.  each partner builds a number using hundreds digit of the number is 6.  lay the hundreds strip on top of the the pieces they picked There are 0 tens. The thousands digit thousands strip and place the 4 in the  partners compare their numbers is one less than the hundreds digit. hundreds place.  write number sentences using < or >. What is my number?  lay the tens strip on top of the (5,602) hundreds strip and place the 0 in the *Adapted from MacMillian/McGraw Hill Mathematics- tens place Grade 3 2. Spinner Game*  finally, lay the ones strip on top of  Give directions regarding building the tens strip and place the 9 in the greatest or least number ones place. Use a number line  Working in groups, students take  take apart the number to form  using adding machine tape, create a turns spinning a number. expanded notation with addition number line-e.g., from 500-1,000  They decide where to place the signs3,000+400+0+9=3,409  mark in increments of 50 number in their pockets to build the  give each student a post-it greatest or the least number. Real World Examples-Spiraling*  have each student write a number on  As they place the number they tell  Use stories to find value of digits the post-it and place in the correct spot on the group, “I am placing the 6 in the (e.g. “John scored 4,376 points playing the number line thousands place. It is worth 6,000.” a video game. What is the value of the Extension:  After all pockets are filled, 3 in his score?”)  teacher places a post-it with a students read their numbers to the question mark on the number line group to determine who built the *Adapted from MacMillian/McGraw Hill students estimate what the number could be greatest or least number. Mathematics-Grade 3

*Adapted from MacMillian/McGraw Hill Mathematics-Grade 3 10,000 Items Display II III  Display container of 10,000 items e.g. paper clips, stickers  work on a class collection of 10,000 items over the course of a year

Place Value Dice Game  Have groups of 3-4 students roll a number cube 5 times to make a 5 digit number.  One group member writes the number in word form  A second group member writes the number in expanded form.  A third group member identifies the value of each digit in the number.  A fourth group member orally recites the number.  Groups then check and discuss one another’s answers to decide whether or not all the information is correct.

Newspaper Challenge*  search through magazines and newspapers to find examples of numbers used in real life  challenge them to find a number for each place value through 10,000  create a class place value poster and display the numbers in order

*Adapted from MacMillian/McGraw Hill Mathematics-Grade 3 Spiraling Activity  periodically write a number in standard form on the board  students should copy the number  Day 1-write the number in standard form  Day 2-copy the number from the board in standard form and convert to expanded notation  Day 3-copy the number from the board in standard form and convert to word form  Day 4-copy an expanded notation number from the board and convert it to standard form or written form  Day 5-name the digits in each place value.