Place Value Missions

Overview

Students begin Unit 1, “The Order of Numbers Mission,” by modeling numbers up to one million using base ten blocks. They will discover how each place value relates to the next (ones to tens, tens to hundreds, hundreds to thousands, and thousands to ten-thousands) through hands-on building and quick group explanations.

Learning intentions

• Students will be able to represent and compare whole numbers up to one million using base ten blocks.
• Students will be able to explain place value relationships between neighboring digits (for example, how 10 ones make 1 ten).
• Students will be able to write a number in standard form after building it with blocks.
• Students will be able to interpret which digit belongs to which place on a model.

Success criteria

• I can build a number up to one million with base ten blocks and count what each block represents.
• I can explain how many of one unit makes one of the next unit (10 of a place makes 1 in the next place).
• I can write the number in standard form and identify the value of a chosen digit.

Curriculum links

• Understanding place value and place value relationships in multi-digit whole numbers.
• Using models to represent and compare whole numbers up to one million.
• Explaining reasoning about place value using words, drawings, and models.

Lesson structure (30 minutes)

1. 0–4 min: Launch the Mission

• Show a “mission card” with today’s prompt: “Build and explain place value relationships.”
• Briefly review: base ten blocks show ones, tens, hundreds, and thousands; we can model big numbers by combining equal groups.

2. 4–10 min: Teacher Model (I Do)

• Use blocks to build a sample number (for example, 245,736).
• As you build, explicitly state relationships: 10 ones = 1 ten, 10 tens = 1 hundred, 10 hundreds = 1 thousand, and 10 thousands = 1 ten-thousand (and so on).
• Write the standard form and point to each digit’s place (hundred-thousands, ten-thousands, thousands, hundreds, tens, ones). Keep it anchored to the model.

3. 10–18 min: Small-Group Build (We Do)

• Put students in groups of 3–4 with a block kit and a place value recording sheet (six place columns labeled).
• Each group receives one “build card” with a target number up to one million (a few different cards for variety).
• Students build the number, then decide as a group how to explain one relationship (for example, “This tens column has X tens because…”).

4. 18–24 min: Gallery Share (You Do)

• Groups do a quick “show and tell” in 30–40 seconds each: they share the number they built and one place value relationship using the model.
• Teacher listens for statements like “10 of this makes 1 of the next place” and for accurate counting or correct digit-place identification.

5. 24–28 min: Individual Check (Quick Formative)

• Give each student a short prompt with a number built as a simplified model sketch (or a number description) such as: “Write the number. What is the value of the 7 in this model?”
• Students write a standard form number and answer one place-value question.

6. 28–30 min: Exit Ticket (Wrap)

• Exit ticket: “If you have 6 hundreds, how many tens is that? Explain using place value words.”
• Collect quickly to inform Lesson 2 grouping and next instructional moves.

Resources

• Base ten block sets (ones, longs/tens, flats/hundreds, cubes/thousands)
• Place value recording sheets with columns up to one million
• Build cards with numbers up to 1,000,000
• Teacher model blocks and an enlarged place value chart
• Gallery share prompts (sentence starters)
• Simplified model/number prompt for the individual check
• Exit tickets with a place value relationship question
• Student pencils, clipboards or desks for quick writing

Assessment

• Observational checks during group building and gallery share: accuracy of the model and clear place value explanations.
• Written individual check: standard form writing and correct value of a specific digit.
• Exit ticket: ability to transform between neighboring units (hundreds to tens) and explain reasoning.

Differentiation

• Support for students needing scaffolds: provide a partially completed place value chart for their build card, and give sentence starters (for example, “The 3 is in the thousands place, so it means ___.”).
• Support with modeling: reduce the complexity of build cards (still up to one million) and require only one relationship explanation.
• Extension for advanced learners: give an “error analysis card” showing a common mistake (for example, 10 tens modeled as 9 tens and 1 one). Students diagnose and correct it using relationships.
• EAL/SEN supports: allow explanation through pointing to blocks, number talks with gestures, or recording the relationship using drawing plus one written sentence; keep language consistent with “ones, tens, hundreds, thousands” and “10 of one makes 1 of the next.”

Extension (optional)

• Advanced choice (if time or for early finishers): “Build three numbers that all have the same digit in the thousands place but different digits elsewhere. Explain how the thousands digit stays the same while the value changes.”