Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
The same nonzero digit has ten times the value one place further left.
In 220, compare the values of the two 2s.
200 = 10 × 20
The 2 in the hundreds place is worth ten times the 2 in the tens place.
Point and explain: count the ten parts, then the ten jumps. What does 10 count? What does 20 tell us?
The circled numbers count parts or jumps; the values are separate.
We compare 200 with 20. = means the same amount.
Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
In 6600, compare the values of the two 6s.
New scale: each number-line interval is now 600, not 20.
6000 = 10 × 600
The 6 in the thousands place is worth ten times the 6 in the hundreds place.
Explain: each part is now worth 600. How many parts and jumps are there? What stayed the same?
Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
In 550, compare the 5s. The tens-place 5 is worth 50.
Fill the four missing values below the line. Draw jumps 3–10 under their circled numbers and label each +50.
Five 50s make ________. Ten 50s make ________.
________ = ________ × ________
Mark the first five sections of the long bar. Show where jump 5 ends. Now show where jump 10 ends.
Explain what the 10 and the 50 mean in your equation.
Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
In 530, compare the 5’s value, 500, with the 3’s value, 30. All bars and the line below use the same scale.
10 × 30 = 300 and 300 ≠ 500
The ten-copy bar stops before the 500 bar. So the 5 in 530 is not worth ten times the 3.
Point and explain: find the tenth part and the tenth jump. Why don’t they reach 500?
One hundred is always ten times one ten. For digit values, the same-digit condition matters: different digits’ values must be checked.
Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
For each number, build ten copies of the short bar on the guide. Does your bar match the hundreds-value bar? Explain with an equation.
440: ten copies total ________. My equation:
470: ten copies total ________. My equation:
These are guided models. Then try the next page without pictures.
Resource 2 · Reviewed by an experienced teacher. Not yet classroom-trialled.
Write an answer before sharing. Give both values and explain the comparison. Return to a model if you need support.
“500 is five times 50” would give 5 × 50 = 250.
The comparison is 500 = 10 × 50.
Now use 770: name the two 7s’ values and write your own comparison equation.
In 990, the hundreds-place 9 is ten times the value of which 9? Name the place and both values.
1. In 554, compare the hundreds-place 5 with the tens-place 5.
2. In 7770, compare only the thousands-place 7 with the hundreds-place 7.
3. In 9960, someone says the two 9s have the same value. Explain why that is wrong.
Put these pages away for a fresh independent check.