Building+the+Bigger+Number

Divide students into groups of 3, give each a set of digit cards, 0-9, a place value chart, and a recording sheet.
 * Place value game from Enhanced Scope and Sequence**
 * Build the Bigger Number** :

The teacher could say, “During each round of this game, you are trying to build the largest number possible. During your turn, you will draw a number card and place it in any location on your place value chart. Once you have placed your number, you cannot move it.”


 * 1) Student groups decide who goes first (flip top card for highest digit, rock, paper, scissors, etc)


 * 1) Player 1 draws a digit card and sets it in the desired place on his/her own place value chart. Once a card has been placed, it cannot be moved. Remind students that each player is trying to build the largest three, four, five, or six-digit number they can.


 * 1) Play continues to the left until each of the three players has built a three, four, five, or six-digit number (depending upon where students are in their understanding). Have them verify the largest number. The group records all three numbers on the recording sheet and places the proper symbol between them.

To increase the complexity, ask students to remove a certain digit from their stack of cards and repeat the round. Ask students to describe how that changed the outcome of the round and to explain why. Other questions or task revisions:

I noticed you placed that digit card in that place. How did that help you? How do you know this is the largest number? What has to be true about the next digit in order for you to win this round?


 * Other ways to ramp it up:** Narrow the range of digit cards distributed. Have students choose cards to place, instead of leaving game to chance. Elicit student thinking by having them answer this question: It is your first turn in the round. What digit card would you want to play in order to get the largest number? Why would this digit card help you get the largest number?

Performance Rubric: Student understands value of each digit in their number Student accurately compares their digit and number values Student clearly articulates reasons for placing digit cards

Student understands value of most digits in number Student doesn’t always compare value of digits and number values Student’s communication is unclear, and unconvincing .