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Place Value Games

AN ASSORTMENT OF MONEY AND PLACE VALUE GAMES & ACTIVITIES
GRADES: 1-5

These activities are meant to provide practice with  recognizing alternate ways of "naming" numbers. For example, 284 could be  described as 2 hundreds, 8 tens, and 4 ones. It could also be described as 1 hundred, 18 tens, and 4 ones. This can be complicated for students. Renaming with money is also a confusing skill for students.
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ACTIVITY 1--RACE FOR 100 GAME

This game is simple, but it strengthens student  understanding of place value and trading. I question students a lot and have  them count often (before and after  trading).

MATERIALS:

place values boards with a column for  ones, tens, and hundreds
dice
Base 10  blocks

METHOD:

Students roll one dice. They take the number of one cubes indicated on the dice.
When they can trade for a tens rod they  do so.
The game continues until one student trades up to 100.
That student is the winner.

VARIATIONS:

Play the game backwards. This  will provide a foundation for subtraction with regrouping (or a strengthening of basic knowledge for older students).
Use Place Value boards with a thousands  column to play "Race to 1000" if time permits.
Make the connection between  money and place value.
Penny= ones; Dime=tens; Dollar Bill=Hundreds.
Call the game "Race for A Dollar".

ACTIVITY 2--THE HOMES OF THE TENS AND  ONES FAMILIES

MATERIALS:

two  teacher-created, construction paper houses (one house should be labeled "ones family", the other "tens family"). I drew little people outside the door of each  house. The ones family person had a jersey with #1 on it. The tens family  representative had a #10 on his shirt.
Base 10 blocks (or substitute with individual beans & Popsicle sticks with groups of ten beans glued on)  2-digit subtraction problems involving  regrouping.

METHOD:

When I teach subtraction with  regrouping to students, I walk them through the process using the tens and ones  "family" houses.
I explain that the ones family keeps single cubes (or beans) in their house.
The tens family keeps only groups of 10. For each problem, I place the appropriate number of tens manipulative (Base 10 rod or Popsicle stick  with beans) on the tens house. I place the appropriate number of ones manipulative (blocks or beans) on the ones house. So, the problem 57-29 would  require 5 tens and 7 ones.

As I walk the students step by step through  the problem, they use the houses as a place value mat. The ones family "borrows"  a ten from the tens family. The students can count how many tens are left and then record on paper (slash previous number and record 1 less ten over it).  Then, they can count how many units/beans the ones family now has and then  record it in the ones column on their paper.

ACTIVITY 3--MONEY  MARATHON

MATERIALS:

a  poster with the following poem on it:
Five pennies, trade a nickel. .  .
Two nickels, trade a dime. . .
Two dimes and a nickel,
Trade a  quarter overtime!
laminated 4-column board with the following headings for each column (respectively from left to right): Quarter, 25 cents; Dime, 10  cents; Nickel, 5 cents; and Penny, 1 cent dice real or plastic quarters, dimes, nickels and pennies

METHOD:

Students take turns rolling a  dice and taking that number of pennies for their board.
As the students  collect coins that can be traded, they should do so. Saying the poem is a great way to help students figure out the trades on their own. Most of my Resource Room students have memorized the poem by this time.
The first student to get any designated amount (75 cents for example) is the winner.
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ACTIVITY 4--SORTING AND RECORDING  DINOSAURS

MATERIALS:

dinosaur counters (anything small, motivating and easily counted could be substituted)
paper cups
recording sheet (see details below)

METHOD:

Make up a recording sheet before hand--
Write: ______tens and ________ones
Number:_______ _____ + _____=______
(Repeat  this on the worksheet several times)
Have students grab a handful of  dinosaurs, buttons, whatever... Then, have them sort the objects by putting  groups of ten into paper cups. When they are through, they should count how many  groups of tens their are and how many single objects, then record that on their papers. If a student had grabbed 23 objects, here is what the recording sheet would look like:

__2__ tens and ___3__ ones Number: __23__ _20_ + _3_ = _23_ (This provides practice with expanded notation).

This page submitted  by
JAN  DEMONTIGNY. To submit your page for inclusion  on this website, send it to me at readinglady1@aol.com.

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