Remediation sheet · Mathematics 4

Which Place Is It Standing In?

Term 1 · Week 7 · Place value and the value of a digit
NameDate
For the teacher. This is for a learner still naming the place when asked for the value, or reading 405 as 45. It is not a shortened copy of worksheet.html — it is a different route to the same competency, starting further back. Task 4 is the first task of worksheet.html, reached from further back. Show each worked example first and let the learner copy the method, never the answer. If task 1 will not come: If task 1 will not come, drop to three digits and use bottle caps in three piles — hundreds, tens, ones — before any writing.

1Point to the place — targets the place/value confusion, before any value is asked for

Say: “Which place is this digit standing in?”

Worked example. In 3 72 the underlined digit stands in the tens place.
  1. In 5 48, the underlined digit is in the ______________ place.
  2. In 9 210, the underlined digit is in the ______________ place.
  3. In 60 315, the underlined digit is in the ______________ place.
  4. In 472 806, the underlined digit is in the ______________ place.

2Now what is it worth? — targets answering "tens" when asked for a value

Say: “The place has a name. The value is a number. Give me the number.”

Worked example. In 3 72 the 7 is in the tens place, so it is worth 70. Not "tens" — 70.
  1. In 5 48, the 4 is worth ______________
  2. In 9 210, the 9 is worth ______________
  3. In 60 315, the 3 is worth ______________
  4. In 472 806, the 7 is worth ______________

3Build the number — targets the vanishing zero

Say: “Say each place out loud as you write it.”

Worked example. 6 hundreds, 0 tens, 3 ones → 603. The zero holds the tens seat; without it you have 63.
  1. 4 hundreds, 0 tens, 9 ones → ______________
  2. 2 thousands, 0 hundreds, 5 tens, 0 ones → ______________
  3. 7 ten thousands, 3 thousands, 0 hundreds, 0 tens, 1 one → ______________

4One digit, three answers — targets digit and value treated as the same thing

Say: “Same digit. Why are the answers different?”

Worked example. In 5 55 the three 5s are worth 500, 50 and 5. The digit never changed; the place did.
  1. In 2 22, the middle 2 is worth ______________ and the last 2 is worth ______________
  2. Write in words why the two answers are different: ______________________________________

Answer key — not printed on the learner's copy

  1. tens · thousands · hundreds · ten thousands
  2. 40 · 9 000 · 300 · 70 000
  3. 409 · 2 050 · 73 001
  4. 20 and 2 — the digit is the same, the place decides the value