Posted on : 09-06-2009 | By : InteractiveEducator | In : Place Value
1) Whole class activity: Access the first site and challenge the whole class to build a number larger than Hacker’s using the given digits. Have students share their answers and justify their choices based on their knowledge of place value. Then, as a class, answer the online question.
2) Bring up the second website to show a visual review of why a digit represents different values depending on its location in a number. Use the arrow cards to build a number that has the same digit in all place values. (For example: 444) Re-enforce the concept of place value by displaying the base ten blocks associated with each number and pulling the arrow cards apart to reveal the value of each number.
3) Challenge: When your students are ready to advance, access the third website. Choose the number of digits you would like the number they are asked to build to include. Students will be shown one number at a time and asked to place that number in the location they feel will yield the largest number without being able to see the other digits they will be given in the future. Have the class discuss why they are choosing specific locations and vote on where each digit should be placed. After several numbers have been built, have a class discussion about what they feel is the best strategy for placing digits and how their place value knowledge informed that strategy.
4) Partner Game: Put students in pairs and give each pair a deck of cards. Have the students remove the Kings, Queens, and Jacks. In this game, the aces represent the digit 1. There are several options for the card game:
a. Have each pair of students use the deck of cards to create a place value game similar to the website activity.
b. The students choose a designated number of cards from the deck and lay them face up. The student to create the largest number with the cards receives a point. Or, the first student to create the largest number with the cards receives a point.
c. The students each choose a designated number of cards from the deck and create the largest number possible from those cards. Partners check each other’s work, and each student receives a point if they have created the largest number possible from their cards.
d. The students establish a designed number of cards they are going to draw. The students then draw the cards one at a time and place each digit in a place value without knowing with the next cards drawn will be. The student that creates the largest number receives a point.
e. In the middle of game playing, change the rules so that students need to create the smallest number.