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Page 1: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, Tens, & Hundreds… Period!

(2) Number and operations. The student is expected to: • (A) interpret the value of each place-value position as 10

times the position to the right and as one-tenth of the value of the place to its left;

Page 2: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Why ten?

• How many digits are used in numbers?– 0, 1, 2, 3, 4, 5, 6, 7, 8, 9 (there are ten digits)

• After the number 9, what’s next?– 10…. Two digits!!

• How do we describe the digit locations?– Let’s find out!!

Page 3: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

HU

ND

RE

DS

ON

ES

TEN

SCan show

amounts from 0 up to 9

A value of 3 means an amount

of 3 ones or 3

Can show amounts from 10

up to 90

A value of 3 means an amount

of 3 tens or 30

A value of 3 means an amount of 3

hundreds or 300

Can show amounts from 100 up to 900

Page 4: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

The relationship between:the tens place &the ones place

10

NOTICE:

Page 5: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

50 is 10 X 5

10

NOTICE:

Page 6: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

The relationship between:the ones place &

the tens place

10

NOTICE:

Page 7: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

10

5 is 1/10th of 50NOTIC

E:

Page 8: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=500

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

A value of 5 means an amount of 5

hundreds or 500

10 X 50is 500

10

NOTICE:

Page 9: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=500

5=55=5

0

A value of 5 means an amount

of 5 ones or 5

A value of 5 means an amount

of 5 tens or 50

A value of 5 means an amount of 5

hundreds or 500

10

500 divided by 10 is 50NOTIC

E:

Page 10: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

5=500

5=55=5

0

550500

Add all places for the total of 55555

5

Page 11: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Ones, tens, & hundreds

HU

ND

RE

DS

ON

ES

TEN

S

A value of 3 means an amount

of 3 ones or 3

A value of 3 means an amount

of 3 tens or 30

A value of 3 means an amount of 3

hundreds or 300

These three places (ones, tens, hundreds)

form a group called a PERIOD

Page 12: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Periods

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ND

RE

DS

ON

ES

TEN

S

ONES

HU

ND

RED

SO

NES

TEN

S

THOUSANDS

HU

ND

RE

DS

ON

ES

TEN

S

MILLIONS

HU

ND

RE

DS

ON

ES

TEN

SBILLIONS

This pattern (ones, tens, hundreds)is repeated in each period… in the same order

… with the same relationships.

Page 13: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Periods

HU

ND

RE

DS

ON

ES

TEN

S

ONES

HU

ND

RED

SO

NES

TEN

S

THOUSANDS

HU

ND

RE

DS

ON

ES

TEN

S

MILLIONS

HU

ND

RE

DS

ON

ES

TEN

SBILLIONS

Periods are separated with a comma.

,,,

Page 14: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Periods

HU

ND

RE

DS

ON

ES

TEN

S

ONES

HU

ND

RED

SO

NES

TEN

S

THOUSANDS

HU

ND

RE

DS

ON

ES

TEN

S

MILLIONS

HU

ND

RE

DS

ON

ES

TEN

SBILLIONS

The decimal point is always located after the ones place in the ones period.

,,, .

Page 15: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Values

HU

ND

RE

DS

ON

ES

TEN

S

ONES

HU

ND

RED

SO

NES

TEN

S

THOUSANDS

HU

ND

RE

DS

ON

ES

TEN

S

MILLIONS

HU

ND

RE

DS

ON

ES

TEN

SBILLIONS

So… if the relationships are always the same…

.

,,, .

Page 16: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Values

HU

ND

RED

S

ON

ES

TEN

S

ONES

HU

ND

RED

S

ON

ES

TEN

S

THOUSANDS

HU

ND

RED

S

ON

ES

TEN

S

MILLIONS

HU

ND

RED

S

ON

ES

TEN

SBILLIONS

Then the value of the 4 in theOne million place is _____ the

Value of the 4 in the ten millions place.

,, .000000448,,, .

1/10th

Page 17: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Try it for yourself!

ONESTHOUSANDSMILLIONS

H OTH OTH OTH OT

BILLIONS ,,, .03Jamie

Jamie has 30 pieces of candy. Her sister, Susan, has 10 times as many pieces of candy.How many pieces of candy does Susan have? A 3 B 30 C 3,000 D 300

Susan

Page 18: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Try it for yourself!

ONESTHOUSANDSMILLIONS

H OTH OTH OTH OT

BILLIONS

03Jamie

Jamie has 30 pieces of candy. Her sister, Susan, has 10 times as many pieces of candy.How many pieces of candy does Susan have? A 3 B 30 C 3,000 D 300

3 00Susan

30 10 = 300

Page 19: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Try it for yourself!

ONESTHOUSANDSMILLIONS

H OTH OTH OTH OT

BILLIONS ,,, .1 805 5523

Janie says the digits in the thousands period all represent the same amount. Mike disagrees. Who is right? Why?

Page 20: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

Try it for yourself!

ONESTHOUSANDSMILLIONS

H OTH OTH OTH OT

BILLIONS ,,, .1 805 5523

What is the relationship between the 5 in the ten thousands place and the 5 in the one thousands place? The 5 in the ten thousands place is:A. 5X the one thousands placeB. 10X the one thousands place C. 1/10th the one thousands place D. 1/5th the one thousands place

Page 21: Ones, Tens, & Hundreds… Period! ( 2) Number and operations. The student is expected to: (A) interpret the value of each place-value position as 10 times

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