Ch.

10 Developing Whole-
Number Place-Value
Concepts

By : Patricia Castillo and Paola Moreno

Approximate Numbers and Rounding

Ex: 4,587 rounds to 5,000

*Number line can be a tool to be used to help the student understand better

TIP: Teach your students that if a number being rounded has a 5 in the place
being considered, it rounds up. (Even if it's in the middle of two numbers)
Number lines
Activity for Rounding

https://www.education.com/game/football-
rounding/
Place-Value
 1-. Single Numeral ->
Writes

5 levels of 2-. Position Names ->

Identifies
place-value 3-. Face Value -> Matches

understanding 4-. Transition to Place

Value

5-. Full Understanding

Integration of Base-Ten Grouping with Place-Value Notation
Counting
Manipulatives that
represent quantities

-> By ones
Oral Names -> By groups and singles Written
Standard: -> By tens and ones Names
Thirty-Two 32
Base-Ten: Three
tens and two
Base-Ten Models

-> Groupable Models

-> Pregrouped Models

-> Non-proportional Models

Oral and Written Names for Numbers

-> Three-Digit Number Names

Base-ten name Standard name
8 hundreds, 4 tens, and 3 ones = 843
-> Written Symbols
800 40 3

403
800
Patterns and Relationships with Multi-digit Numbers
-> Relationship with Benchmark Numbers
Benchmarks Non- Benchmarks
220 300
130 64 99 165
50 88 413
90 10
657
100 40 560 943 24
Common Errors or Misconceptions

● Students lose track of the fact that each digit carries value depending
on the position of the number.
● Students put the word “And” in a number when they read it at loud.
● Students use a form of “expanded number writing.”
● Students ignore the zero or misunderstand the zero.
● Students write the numbers as given left to right regardless of place
value.
● Students misinterpret the value of the base-ten materials.