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starMay 2013

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How to help students with multiplication tables?


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Game: Choose Math Operation
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The ideas in this place value lesson are taken from the Place Value 3 ebook that I sell at MathMammoth.com. Only a few examples of each problem type are shown; you should make more problems of each kind for the student.


Place value with thousands
Free lesson plan from HomeschoolMath.net

On the above number line you see only whole tens marked.  Imagine in between each two whole tens nine little lines that signify the numbers within that ten.  For example, between 50 and 60 would be 51, 52, 53, 54, 55, 56, 57, 58, and 59.  Remember also that nine tens = 90, but ten tens = 100, one hundred.

 

On this number line only whole hundreds are marked. In between each two whole hundreds are actually 99 numbers.  Imagine 99 little lines for example between 300 and 400!  After 900, the next whole hundred is "ten hundreds" or A THOUSAND, 1000.  Ten hundreds form a thousand.

 

The whole hundreds after one thousand continue being a thousand, thousand one hundred, 
thousand two hundred, etc.  Many times people also read these numbers as thousand, eleven 
hundred, twelve hundred, thirteen hundred, etc.

Fill in the table.

One thousand one
 

1000 + 0 + 0 + 1

thou-
sands
hund-
reds
tens ones
1

0

0 1

One thousand twelve
 

1000 + 0 + 10 + 2

thou-
sands
hund-
reds
tens ones
1

1 2

One thousand
thirty-two

1000 + 0 + 30 + 2

thou-
sands
hund-
reds
tens ones
       

One thousand
five hundred

_____ + ____ + ___ + __

thou-
sands
hund-
reds
tens ones
1

0 0

One thousand
seven hundred forty-five

1000 + 700 + 40 + 5

thou-
sands
hund-
reds
tens ones
       

One thousand
nine hundred fifty

_____ + ____ + ___ + __

thou-
sands
hund-
reds
tens ones
1

5 0

Example problem types

1.  Break these numbers down to hundreds, tens, and ones.

1034 =  __ thousand __ hundreds
__ tens __ ones

       = 1000 + 0 + 30 + 4

1670 =  __ thousand __ hundreds
__ tens __ ones

       = 1000 + ___ + __ + __

1508 =  __ thousand __ hundreds
__ tens __ ones

       = 1000 + ___ + __ + __

1789 =  __ thousand __ hundreds
__ tens __ ones

       = 1000 + ___ + __ + __

2.  What are these broken down numbers?

1000 + 300 + 40 + 3 =  1343     

1000 + 0 + 60 + 5 = _____

1000 + 0 + 80 + 0 = _____

1000 + 700 + 7 = _____

1000 + 90 + 7 = _____

1000 + 6 = _____

1000 + 600 + 70 + 3 = _____

1000 + 30 = _____

 

On this number line you see tick marks at every thousand.  After 9000 (nine thousand) the next thousand is 10,000 (ten thousand), and we use a little comma to separate the three digits that signify ones, tens, and hundreds, from the other digits.  That makes for easier reading.

In many countries the comma is used a separator also for numbers between 1000 and 10,000.  For example, 5467 would be written 5,467.  In this book we have chosen to use the comma only after 10,000.  In some countries a space is used instead of comma.  For example, 12,365 is written 12 365.  Let your teacher decide over this matter.

Fill in the table.

Two thousand one
 

2000 + 0 + 0 + 1

thou-
sands
hund-
reds
tens ones
2

0

0 1

Two thousand 
twenty-five 

 2000 + 0 + 20 + 5

thou-
sands
hund-
reds
tens ones
       

Two thousand
one hundred thirty-two

2000 + 100 + 30 + 2

thou-
sands
hund-
reds
tens ones
                      

Three thousand
four hundred five

3000 +___+___+__

T H T O
 3   4   0   5 

Five thousand
nine hundred fifteen

5000 +____+___+__

 T    H T O
                   

Six thousand
three hundred three

_____+____+___+__

T H T O
                      

Eight thousand
seven hundred

____+____+___+__

T H T O
                      

Nine thousand
two hundred forty-five

____+ ____+___ +__

T H T O
                   

Ten thousand

10,000

ten thou-
sands
T  H T O
  1  0,  0   0   0 

Example problem types

1.  Break these numbers down to hundreds, tens, and ones.

9074 =  __ thousand __ hundreds
__ tens __ ones

       = 9000 + 0 + 70 + 4

5570 =  __ thousand __ hundreds
__ tens __ ones

       = 5000 + ___ + __ + __

3707 =  __ thousand __ hundreds
__ tens __ ones

       = _____ + ____ + ___ + __

2099 =  __ thousand __ hundreds
__ tens __ ones

       = _____ + ____ + ___ + __

2.  What are these broken down numbers?

9000 + 90 + 800 = ____

6000 + 7 = ____

5000 + 40 + 4 + 500 = ____     

1000 + 90 + 900 + 3 = ____

7000 + 80 + 9 = ____

8000 + 500 + 8 + 60 = ____

4.  Count by hundreds.

|8000, 8100, _____, _____, _____, _____, _____, _____, _____, _____.

_____, _____, _____, 4700, _____, _____, _____, _____, _____, _____.

 

5.  Count by tens:

8000, 8010, 8020, _____, _____, _____, _____, _____, _____, _____, _____.

_____, _____, _____, 4200, _____, _____, _____, _____, _____, _____.

 

6.  Here is a number line from 2390 till 2500 where tick-marks are at every 10.

Mark with a little circle the approximate location of the following numbers:  2415, 2398, 2441, 2476, 2483, 2499.

Then draw in your notebook a number line from 7650 till 7800 with tick marks at every 10.
Mark with a little circle the approximate location of the following numbers on your number line: 7659, 7672, 7745, 7758, 7777, 7796 

 

Next lesson


The ideas in this place value lesson are taken from the Place Value 3 ebook that I sell at MathMammoth.com. Only a few examples of each problem type are shown; you should make more problems of each kind for the student.

Practice makes perfect. Practice math at IXL.com

Can one homeschooling program meet all your needs? See what is possible.

Practice makes perfect. Practice math at IXL.com


New! Times Tales is now on DVD!

The fast, FUN, and easy way to learn multiplication. Learn the upper times tales in two sittings using mnemonic stories.
 
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