You will learn
- Name each place in a six-digit number.
- Say the value of a digit.
- Tell the digit from its value.
- Compare the value of the same digit in different places.
Version 0.2 · expanded edition · expert review pending Standards alignment: pending verification. Written in the style of common primary school assessments. No exam result is promised.
Student lesson
- Name each place in a six-digit number.
- Value is digit times place.
- Find a digit from its value.
- Compare the same digit in different places.
Words to know
The value of a digit by its position.
Digit times the place.
The fifth place from the right.
The sixth place from the right.
1. Discover: the same digit
In 482,516 the digit 2 is in the thousands place. In 520,164 the digit 2 is in the ten-thousands. Does it have the same worth?
2. Understand: place value
From the right: ones, tens, hundreds, thousands, ten thousands, hundred thousands.
In 482,516: 4 is 400,000; 8 is 80,000; 2 is 2,000; 5 is 500; 1 is 10; 6 is 6.
- In 520,164 the 2 is worth 20,000.
- In 482,516 the 2 is worth 2,000.
Same digit, different place, different value.
Idea 1: Places
In 482,516 the 4 is in the hundred-thousands place, 8 in the ten-thousands, 2 in the thousands, 5 in the hundreds, 1 in the tens and 6 in the ones.
Idea 2: Value
The 4 in 482,516 is worth 400,000. The 5 in 56,200 is worth 50,000.
Idea 3: Same digit
The 6 in 206,014 is worth 6,000. In 56,200 the 6 is worth 6,000 too. A digit is worth ten times more each place to the left.
Why place value? It tells how big a digit really is.
3. Worked examples
Example 1 (I show you): Value
Value of 5 in 56,200?
- Ten-thousands place.
Answer: 50,000
Example 2 (We do it together): Digit
Ten-thousands digit of 482,516?
- Second from the left.
Answer: 8
Example 3 (You try): Value
Value of 3 in 134,009?
Show the steps and answer
- Ten-thousands place.
Answer: 30,000
Did you know?
Each place is ten times the place to its right.
Why this matters
Place value is the key to big-number arithmetic.
4. Explore: place value chart
You need paper and a pencil.
- Draw a chart with six places.
- Write 482,516 in it.
- Give the value of each digit.
- Repeat with 520,164.
Think about it: what did you notice?
2 is worth 2,000 and then 20,000.
5. Practise
Say it in a sentence
Use these starters when you talk about the lesson. Say them out loud.
- The ___ is in the ___ place.
- Its value is ___.
- The digit in the ___ place is ___.
- It is ten times the place to its right.
Guided practice
Question 1. Value of 4 in 482,516?
400,000.
Question 2. Value of 2 in 520,164?
20,000.
Question 3. Value of 8 in 482,516?
80,000.
Independent practice
Level 1: Start
- Value of 5 in 56,200
- Value of 7 in 370,000
- Digit in the ten-thousands place of 482,516
- Value of 3 in 134,009
- Value of 6 in 206,014
Level 2: Grow
- Value of 4 in 345,100
- Digit in the thousands place of 628,305
- Value of 2 in 920,000
Level 3: Stretch
- Value of 1 in 910,200
- Digit in the tens place of 456,789
- Ali says the value of 4 in 482,516 is 4. What is wrong?
Answers are in the answer key below. Try first, then check.
6. Apply: everyday mathematics
A phone costs 129,500. What is the value of the digit 2?
Show a sample answer
20,000.
Another one. Write the value of each digit in 725,864.
Show a sample answer
700,000; 20,000; 5,000; 800; 60; 4
7. Common mistakes
Fix: Include the place.
Fix: Value depends on place.
Fix: Count places from the right.
8. Lesson summary and revision card
- I can name each place in a six-digit number.
- I can say the value of a digit.
- I can find a digit from its value.
- I can compare the same digit in different places.
9. Check and master
Answer all 14 questions. You will see feedback after each one.
Your result appears here after you answer every question.
10. Key takeaways
- Place matters.
- Same digit can be worth different amounts.
- Use a chart.
11. Next lesson
Next lesson: Expanded notation. Keep going with the next idea in this course.
Exam practice
These questions are written in the style of common school and international primary assessments. Try them on your own, without looking back. Then check your answers in the marking guide. The marks are shown in brackets.
- What is the value of the 4 in 482,516? [1 mark]
- What is the value of the 2 in 520,164? [1 mark]
- What digit is in the ten-thousands place of 482,516? [1 mark]
- What is the value of the 6 in 206,014? [1 mark]
- Ben says the 3 in 134,009 is worth 3. Is he right? Explain. [3 marks]
Total: 7 marks.
Marking guide and model answers
- 400,000 [1]
- 20,000 [1]
- 8 [1]
- 6,000 [1]
- No [1]. It is in the ten-thousands place [1]. It is worth 30,000 [1].
Score guide: 6 to 7 = secure. 5 to 5 = nearly there, revise the parts you missed. Under 5 = work through the lesson again with a grown-up.
Printable worksheet
- Value of 5 in 56,200
- Value of 7 in 370,000
- Ten-thousands digit in 482,516
- Value of 3 in 134,009
- Value of 6 in 206,014
- Value of 4 in 482,516
- Value of 2 in 520,164
- Value of 5 in 56,200
- Ten-thousands digit of 482,516
- Value of 6 in 206,014
Homework
Write a six-digit number and give the value of every digit.
Answer key and marking scheme
| Question | Expected response | Marks |
|---|---|---|
| Value of 5 in 56,200 | 50,000 | 2 |
| Value of 7 in 370,000 | 70,000 | 2 |
| Ten-thousands digit in 482,516 | 8 | 2 |
| Value of 3 in 134,009 | 30,000 | 2 |
| Value of 6 in 206,014 | 6,000 | 2 |
| Total | 10 |
Practice answers: Worksheet: 1 50,000; 2 70,000; 3 8; 4 30,000; 5 6,000.
Quiz answers: 1 A, 2 B, 3 C, 4 A, 5 B, 6 A, 7 B, 8 C, 9 A, 10 B, 11 C, 12 A, Challenge 1 C, Challenge 2 C.
Extra worksheet answers (items 6 onward): 6 400,000; 7 20,000; 8 50,000; 9 8; 10 6,000.
Independent practice answers. Level 1: 1 50,000; 2 70,000; 3 8; 4 30,000; 5 6,000. Level 2: 1 40,000; 2 8; 3 20,000. Level 3: 1 10,000; 2 8; 3 The 4 is in the hundred-thousands place, so it is worth 400,000..
Mastery and remediation
| Objective | Bronze (Developing) | Silver (Proficient) | Gold (Advanced) |
|---|---|---|---|
| O1 Name each place in a six-digit number | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O2 Say the value of a digit | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O3 Tell the digit from its value | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
| O4 Compare the value of the same digit in different places | Shows this with help from an adult or a picture | Does this independently and explains how they know | Explains it clearly and uses it in a new situation |
Proposed Courseversity thresholds for this page: Bronze = at least 8 of 12 core questions correct; Silver = all 12; Gold = all 12 plus both challenge questions. A badge is never a full record of progress.
If a learner struggles
- Find the misconception: Giving the face value of the digit only. Include the place.
- Explain another way: use real objects first, then pictures.
- Show a simpler example: Use a place value chart with counters.
- Guided practice: work through one example together and let the learner try the next one.
- Reassess: use the quiz again or the worksheet.
- Move on when the learner shows Silver-level evidence independently.
For parents and guardians
In this lesson your child names the place and value of digits in big numbers. You do not need to be good at mathematics to help.
- Write a six-digit number and ask for the value of each digit.
- Ask: which place is it in?
- Use a place value chart.
- Ask “how do you know?” after each answer, and listen.
- Praise effort, not only right answers. Mistakes are how we learn.
- Ten to fifteen minutes a day is better than one long session.
Teacher package
1–5. Objectives, prerequisites, materials, preparation, duration
Lesson objectives. Learners will: name each place in a six-digit number; say the value of a digit; tell the digit from its value; compare the value of the same digit in different places.
Prerequisite knowledge. Lessons 1 and 2.
Materials. Counters (stones, seeds or bottle tops), paper, pencils, board or chalkboard. Low-resource options: use stones, seeds, sticks, bottle tops or drawings in the sand or on the board instead of printed materials.
Preparation. Gather the counters and draw the example pictures on the board before the lesson.
Suggested duration. 45–60 minutes. It can be split into two shorter sessions.
6–9. Teaching procedure, explanation notes, guided and independent activities
Introduction (5 min). Start with the Discover situation and let learners suggest ideas before you teach.
Explanation (10 min). Teach the Understand section with real objects first, then pictures, then symbols and words.
Guided activity (10 min). You need paper and a pencil. Learners follow the Explore steps in pairs.
Independent activity (10 min). Learners complete the independent practice and the worksheet.
Assessment and reflection (5 min). Ask each learner to say one thing they learned and how they know it.
Key questions. Which place? What is it worth? Is it ten times the place to the right?
Teacher explanation notes. Use the concrete, pictorial, abstract order: real objects first, then pictures, then symbols and words. Return to real objects whenever a learner needs support.
10–12. Differentiation, formative assessment, common misconceptions
Support. Use real objects and work with a partner; say each step aloud together. Extension. Ask learners to make up their own example and explain it to a partner.
Formative assessment. Listen to learner explanations, ask “how do you know?”, and check the independent work.
Misconceptions. Giving the face value of the digit only. Include the place.
13–15. Assessment questions, answer keys, marking scheme
Use the quiz and worksheet on this page. The 7-mark exam practice scheme, the 10-mark scheme and all answers are in the answer sections above. Re-check every answer and the marking scheme before publication.
16–19. Remediation, enrichment, homework, teacher reflection
Remediation. Use a place value chart with counters. Enrichment. Invite learners to find or create three more examples at home or in the classroom and explain them. Homework. See above.
Teacher reflection. After teaching, record: which concepts learners understood; which misconceptions occurred; which activities worked; which learners need more practice; and what to improve next time.
Sources and standards
Alignment is pending verification and no external endorsement is claimed. Reference starting points named in the Courseversity standard: Common Core State Standards for Mathematics, Cambridge Primary and the IB Primary Years Programme. Specific standard codes will be added once checked against the official documents.
Research used to shape this lesson. Common Core 4.NBT.A.1 (a digit is ten times the place to its right); Cambridge Primary Mathematics Stage 4 (place value). These sources informed the lesson; no official alignment is claimed.