Read a number by the value of each digit, then write the same quantity in expanded form. Start with tens and ones, build up to larger whole numbers, or choose a separate decimal level.
These worksheets mix questions about a digit’s value with questions about expanded form. Ask the learner to explain the place as well as give the answer, and use the matching key to check the complete set.
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The digit 5 does not always mean five ones. In 4,572, it represents 500 because it is in the hundreds place. The 7 represents 70, and the 2 represents 2. Read the named place carefully before deciding which digit or value is needed.
Moving one place left in a base-ten number multiplies a place’s value by 10. Moving one place right divides it by 10. A place-value chart keeps those positions visible.
Separate the number into the amounts represented by its digits:
\(4{,}572 = 4{,}000 + 500 + 70 + 2\)
Add the parts back together to check the result. A zero is a useful placeholder even when its zero-value term is left out of the sum: \(3{,}046 = 3{,}000 + 40 + 6\). The empty hundreds place does not move the 4 out of the tens place.
To the right of the decimal point, the places are tenths, hundredths, and thousandths. For example, \(68.405 = 60 + 8 + 0.4 + 0.005\). The 5 represents five thousandths, not five hundredths.
Keep the decimal point aligned with the ones place when making a chart. A common mistake is to name a digit correctly but give the wrong value: the digit is 5, while its value in 68.405 is 0.005.
Two-digit questions support early tens-and-ones work. Three-digit numbers extend this to hundreds; larger whole numbers require secure reading of every position. Decimal levels are later extensions, with work through thousandths appropriate to fifth-grade place-value study.
Begin with a short set and ask for one answer in words. If the learner cannot explain why the same digit has a different value after moving places, return to a chart or base-ten model before increasing the number size.