This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.
This game is played by the teacher calling out a number to go in a place value and students holding cards create the number. Could be played in teams.
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Sticky Note: This could be used at higher levels by changing how you as the teacher call out the numbers to go in the place values...using fact questions to get the answer.
2.NBT.1 Understand that the three digits of a three-digit number represent amounts of hundreds, tens, and
ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
Sticky Note: This would be easy to manipulate as a game for higher grades by adding operational thinking problems to come up with the numbers for the place values.
5.NBT.7 add, subtract, multiply, and divide decimals to hundredths, using concrete models or drawings and strategies
Differentiation:
Have gifted students multiply up to three dominoes or divide the numbers instead
In this activity students will practice multiplying decimals. Students will cut out dominoes and use each domino to create a decimal number (ie 2 dots on one side and three on the other equals 2.3 or 3.2). Next students will draw another domino and multiply the two numbers.
2.NBT.7 Add and subtract within 1000, using concrete models or drawings and strategies based on place value.
Differentiation:
For younger students, use place value cards and base 10 materials. Using these manipulatives have students add and find place value with mats.