Unit 1

Place Value


In this unit, students will use place value to compare whole numbers, mixed numbers (5¾), and decimals. Students will use several different methods (using models, drawings, number lines) to order numbers from least to greatest. Students will also identify the difference between a number’s place and its value.


Priority Standards

  • 5.NS.1: Use a number line to compare and order fractions, mixed numbers, and decimals to thousandths. Write the results using >, =, and < symbols.
  • 5.NS.6: Understand, interpret, and model percents as part of a hundred (e.g. by using pictures, diagrams, and other visual models).


Supporting Standards

  • 5.NS.3: Recognize the relationship that in a multi-digit number, a digit in one place represents 10 times as much as it represents in the place to its right, and inversely, a digit in one place represents 1/10 of what it represents in the place to its left
  • 5.C.3: Compare the size of a product to the size of one factor on the basis of the size of the other factor, without performing the indicated multiplication.


Essential Questions

  • How does the position of a number determine its value?
  • What is the purpose of the decimal place?
  • What tools can I use to put decimals in order from least to greatest? How do I use them?
  • What is the difference between a number’s PLACE and its VALUE?


21st Century Skills

  • Creativity- Students will use their knowledge of place value to build a tower using base-ten blocks. Students will work in groups to create the tallest tower and must recreate a tower using the same number, but different base-ten blocks (trading 10 tens blocks in for one hundred block to create a taller tower).
  • Collaboration- Students will become a large number (each student holds a different number and other students become commas) to demonstrate collaboration in order to discuss a number’s place versus its value.
  • Critical Thinking- Students will make their own number line to compare various percentages, fractions, and decimals. Students will analyze what would be the best range of numbers for their number line.