3.2.B
The Standard
describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students identify the value of digits from the ones place through the hundred thousands place. They explain that each place to the left is worth ten times the place to its right.
What Mastery Looks Like
- A student can state that the 3s in 330,000 represent 300,000 and 30,000. The student can explain that 300,000 is ten times 30,000.
Common Misconceptions
- Students may think moving left adds one instead of multiplying the value by ten. They may name a digit rather than its value, or ignore zeros as placeholders.
How to Assess It
- Give this exit ticket: In 550,000, write the value of each 5. Explain how the two values are related.
Lesson moves
Ways to Teach It
Give pairs place value disks and a chart to build 222,222, then record the value of each 2.
Ask, "How are the two 6s in 660,000 related?" Students write an equation and explain their reasoning to a partner.
Students draw digit and place cards, find the digit's value, then name the value one place left to earn a point.
Show population cards for towns with 40,000 and 400,000 residents, then have students explain the tenfold difference.
Keep exploring
Related Standards
- 4.2.D
round whole numbers to a given place value through the hundred thousands place
- 4.2.B
represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
- 5.2.A
represent the value of the digit in decimals through the thousandths using expanded notation and numerals
- 2.7.B
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
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