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Place Value. Unit 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. Answers. http://www.romannumerals.co.uk/. Place Value . Key Themes Whole Quantity Column/exchange. $ 10, 609, 318.

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Place value

Place Value

  • Unit 3


Roman numerals
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


Answers
Answers

  • http://www.romannumerals.co.uk/


Place value1
Place Value

Key Themes

  • Whole

  • Quantity

  • Column/exchange


$ 10, 609, 318

$ 3, 462, 141

$1, 323, 835

$6, 251, 514

$ 3, 047, 362

$1, 413, 395

$879, 890


Whole amount
Whole Amount

1) Number is complex involving size, manyness and numerosity

2) Brings the ordinal and cardinal aspects of numbers together


Quantity
Quantity

3) Place value can be considered from the perspective of ordering numbers and putting them in their relative positions

Place Value ITP


Column
Column

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

Dienes Materials



Key features of our place value system
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
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
    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



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