Learning Outcomes:

1. • Students will recognize that the position of a digit in a number determines its value. For example, in 543, the 5 represents 500 because it is in the hundreds place, the 4 represents 40 because it is in the tens place, and the 3 represents 3 because it is in the ones place.
   • Students will be able to compose different three-digit numbers using the same digits, understanding that changing the place of a digit changes the value of the number. For instance, using 5, 4, and 3, students can form 543, 354, 435, etc.
   • Students will decompose numbers into their place value parts. For example, 345 can be broken down as 300 + 40 + 5.
   • Students will compare numbers like 543 and 435, recognizing that 543 is greater because the 5 is in the hundreds place, giving it a higher value than when it’s in the tens or ones place.
   • Students will understand that the same digit can have different values depending on its position in the number. For example, the digit 5 represents 500 when in the hundreds place, 50 when in the tens place, and 5 when in the ones place.
   • Students will be able to use place value knowledge to build and manipulate numbers, rearranging digits to create new numbers, and understanding the value of each.
   • Students will explore how using the same digits in different positions creates new numbers, deepening their understanding of the place value system (e.g., 453 vs. 345).