Place ValueUnit 3

Roman Numerals

I = 1 One

V = 5 Five

X = 10 Ten

L = 50 Fifty

C = 100 One-hundred

D = 500 Five-hundred

M = 1000 One-thousand

Units Tens Hun Thous

I

II

III

IV

Answers

• http://www.romannumerals.co.uk/

Place Value

Key Themes• Whole• Quantity• Column/exchange

$ 10, 609, 318

$ 3, 462, 141

$ 3, 047, 362

$1, 323, 835

$6, 251, 514

$879, 890

$1, 413, 395

Whole Amount

1) Number is complex involving size, manyness

and numerosity

2) Brings the ordinal and cardinal aspects of numbers together

Quantity

3) Place value can be considered from the perspective of ordering

numbers and putting them in their relative positions

Place Value ITP

Column

http://www.nsonline.org.uk/node/47754

Dienes Materials

Place Value Chart

Ten thousands

Thousands Hundreds Tens Units

4 34 5 7

3 4 5 8 6

Key features of our place value system

• Uses the digits 0-9 • The column determines the value• Each column is 10 times bigger than the

one preceding it

Independent Study Tasks

For Claire’s session

Read Thompson, I. (2003) ‘Place value: the English disease?’ in Thompson, I. Enhancing Primary Mathematics Maidenhead: OUP

Develop your understanding of ‘Quantity value’ and ‘Column Value’

Consider why children need to understand both aspects of place value

What does Thompson suggest is particularly difficult about ‘teens’ numbers?

For Clare’s session• Discuss Place Value Audit with a partner/group

Independent Study Task• Thompson, I. (date unknown) ‘The influence of structural aspects of the

English counting word system on the teaching and learning of place value’ Available at: http://www.ianthompson.pi.dsl.pipex.com/index_files/the%20influence%20of%20structural%20aspects%20of%20the%20english%20counting%20word%20system%20on%20the%20teaching%20and%20learning%20of%20place%20value.pdf (E)

• Kari, A. R. and Anderson, C. B. (2003) ‘Opportunities to develop place value through student dialogue’ Teaching Children Mathematics. Available at: http://www.math.ccsu.edu/mitchell/math412tcmplacevaluestudentdiaglogue.pdf (E)

• Find the guidance paper entitled Oral Mental Work on the Learning Network. Familiarise yourself with the 6 Rs of the oral mental starter and consider its implications for learning. 

Use overview sheet of the 6 Rs and create an activity for each R and each

year group

Today’s schedule

11.00 - 12.00 12.00 – 1.30 1.30 – 2.30 2.35 - 3.35 4.00 – 5.00

Lead lectureStudy task

&lunch

HJB Gp

305 C

5 A

210 B

HJB Gp

305 A

5 B

210 C

HJB Gp

305 B

5 C

2210 A