Grade 4 – Place Value, Value, and Face Value

Subject: Mathematics

Grade: 4

Term 1 – Unit 1

Topic: Place Value, Value, and Face Value

Duration: 60 minutes

Objective: By the end of the lesson, students should be able to:

• Differentiate between the value, place value, and face value of a digit in numbers up to 10,000.

Teaching Resources/Materials:

Digit cards (0-9), Place value charts, Number cards (1,000 – 10,000), Base ten blocks (for Tier 1), Worksheets for practice

Content:

Understanding Place Value, Value, and Face Value

Engage:

Present a number (e.g., 3,245) on the board and ask students:

• “What do you notice about this number?”
• “What can you tell me about the digits in this number?”

Discussion: Guide students to share their thoughts and introduce the terms place value, value, and face value. Clarify that these terms relate to how digits contribute to the value of a number.

Explore:

• Students work in pairs with sets of digit cards (0-9) and place value charts.
• They will create different numbers using the cards, place them on the chart, and identify the place value, face value, and value of each digit.
  • For example, for 4,136:
    • Face value of 4 is 4, place value is thousands, and the value is 4,000.

Explain:

Direct Teaching: Explain the concepts in detail:

• Place Value: The position of a digit in a number (e.g., ones, tens, hundreds).
• Face Value: The actual digit (e.g., the face value of 7 is 7).
• Value: The total worth of the digit in that position (e.g., in 7,125, the value of 7 is 7,000).

• Examples: Write different numbers on the board and go through each digit to identify its place value, face value, and value.

Elaborate:

Create a game called “Value Hunt.” Write numbers between 1,000 and 10,000 on cards and distribute them to groups. Each group will identify the place value, face value, and value of specific digits in their assigned numbers and explain them to the class.

Examples:

In 8,642, the place value of 6 is hundreds, face value is 6, and value is 600.

Differentiation:

• Tier 1: Students who need more support can work with smaller numbers (e.g., 1,245) and have teacher guidance.
• Tier 2: Students working at grade level can work with larger numbers and complete the task independently.
• Tier 3: Advanced students can extend the activity by working with 5-digit numbers (e.g., 23,514) and comparing values across different numbers.

Evaluate:

Individual Work: Students will be given a worksheet with several numbers where they need to:

• Identify the place value, face value, and value of digits in different positions.

Assessment: Review the worksheets to determine student understanding. Provide feedback where needed.

Differentiated Activities for Tiers

• Tier 1: Use base ten blocks and a place value chart to help students visualize the concept. Provide additional support through guided practice and the use of numbers up to 1,000.
• Tier 2: Provide students with worksheets that involve identifying place value, face value, and value of digits in numbers up to 10,000. Have students explain their reasoning verbally.
• Tier 3: Extend the task by having students compare numbers, focusing on which digits are most important in determining the overall size of the number. Encourage them to explain how place value changes when digits shift positions.