Place Value × 10 Pattern

MathematicsNumber Representation & Place ValueAges 9–10

Recognise that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right (e.g. 700 ÷ 70 = 10)

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Teaching Table

Set out your lesson

Compare a nonzero digit in adjacent whole-number places. Explain why its value changes by a factor of ten.

Use the readiness card before Show. Check place names and values. Pause for prerequisite teaching when these are unclear.

Activity

Givens

Use the column names below. Write or say both answers. | Ten thousands | Thousands | Hundreds | Tens | Ones | | --- | --- | --- | --- | --- | | ____ | ____ | ____ | ____ | ____ | R1. In 2,047, what value does the digit 4 represent? R2. Write 38 as tens and ones.

Response

R1. Value of 4: ____ R2. Tens: ____; ones: ____

Credit

Original Gakuva place-value teaching and charts. Canonical target: Marble Skill Taxonomy v1, Generative Spark, Inc., commit 96a7933754af672e1bfdbf7ecb05c325860c6e0d. Database: ODbL-1.0. Content: CC-BY-SA-4.0.

No Printer

Copy the five column headings onto plain paper. Draw one empty row for each supplied number. Write or say the requested explanation. Record adult reading or transcription separately.

Policy

Check the actual response before Show. Record help rather than assuming readiness.

Use plain paper and a pencil. Open one learner card at a time. Keep adult keys separate. Read the unit reference aloud if needed.

How this lesson works

Complete five-place charts make the column units and unchanged digit visible. Empty charts support paper responses. No digital interaction is needed.

Record the actual response and support. These activities do not establish mastery.

Use the complete materials on screen or print only the current sheet. Keep adult guidance out of learner view. Retain an earlier model only when the current step supplies it as context.

Teaching limits and safe use

These are finite task opportunities, not proof of mastery. Record what was attempted and what support was used.

These examples use whole-number places, not decimals.
A zero digit still represents zero. Do not calculate a ratio by dividing zero by zero.
The unit reference remains available. These tasks do not measure recall without a reference.
Record spoken reasoning and actual written placement separately.

Record the actual response and support. These activities do not establish mastery.

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Compare a nonzero digit in adjacent whole-number places. Explain why its value changes by a factor of ten.

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Learning resources

External links for extra practice. They do not replace Gakuva’s teaching approach.

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Check understanding

Explain that the 3 in 3,000 is ten times the 3 in 300
Complete: 700 ÷ 70 = __ and explain using place-value reasoning
State how many times greater the value of the 5 in 50,000 is than the 5 in 5,000

“Can your child explain that in 700, the 7 is worth 10 times more than in 70 — because moving one place to the left multiplies the value by 10?”

Curriculum record

Type: Conceptual
Subject: Mathematics
Domain: Number Representation & Place Value
Age range: Ages 9–10