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## 3rd grade (Eureka Math/EngageNY)

### Unit 2: Lesson 4

Topic D: Two- and three-digit measurement addition using the standard algorithm- Intro to place value
- Using place value to add 3-digit numbers: part 1
- Using place value to add 3-digit numbers: part 2
- Estimating when adding multi-digit numbers
- Estimate to add multi-digit whole numbers
- Adding 3-digit numbers
- Breaking apart 3-digit addition problems
- Break apart 3-digit addition problems
- Addition using groups of 10 and 100
- Add using groups of 10 and 100
- Add on a number line
- Add within 1000
- Select strategies for adding within 1000
- Three digit addition word problems

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# Intro to place value

CCSS.Math: , , ,

Sal introduces place value using a toy with beads (an abacus). Created by Sal Khan.

## Want to join the conversation?

- Try to extend the logic of this exercise across number bases other than 10. :) Cool video!(184 votes)
- Unary-----------1 for every number.

1

11

111

1111

11111

Thats good for learning to count but not really anything else

Binary----------1 for every power of 2 in other words 2 beads per row

1

10(this is 2 not 1)

11

100

101

Powers do go up fast but powers of 2 are the slowest

Ternary---------1 for every power of 3 or 3 beads per row

1

2

10(3 not 2)

11

12

Quarternary---------1 for every power of 4

Twice as efficeint as binary to express the same thing

Quinary----------1 for every power of 5

and we could go on to base 360 but 360 is a lot of beads.

You know the babylonians used base 60. I find that really interesting. Time in hours:minutes:seconds is also base 60.(159 votes)

- how can one of those be 100(5 votes)
- It cab be 100 because if you add 10, 10 times it would be 100. You could also think of it like 10x10, which is 100. You'll learn more of multiplication in grade 4(2 votes)

- Shouldn't there be 9 beads in each row?(0 votes)
- At0:28they say that there is ten beads in each row.

They did it because it is easy to find multiples of 10 and the numbers are easy to deal with.(9 votes)

- this did not help so much but would it just be easier to just use exponent to explain

this topic?(7 votes)- Well, keep in mind that this is a 2nd grade math level concept. For example, if you were a second grader, wouldn't fractions be difficult to learn? I mean, if you have, I don't mean to bring you down or offend any exceedingly intelligent second grader. If your among them, or were, keep up the good work!(6 votes)

- They told me what to do but i kind of stilldont get it(8 votes)
- why do we use place value(4 votes)
- to help represent numbers, using a base 10 system and to count easier and faster.(6 votes)

- what is the ones place?(5 votes)
- The ones place is the first number before a decimal. The numbers could be 1,2,3,4,5,6,7,8,9 or 0. In the number 235, the number 5 is in the ones place. In 14,567, 7 is the number in the ones place.(4 votes)

- Isn't this thing amazing or what?(6 votes)
- wow i never thought of this!(6 votes)
- I’m ninety persent in second grade(3 votes)
- Nice job Aman, I'm at 100%!

Did you know that a percentage actually means a fraction?

96% means 96 divided by 100!

So when they say "What is 40% of 100", you can solve it by doing 40/100 x 100.

An easier way is to just do (40 x 100) divided by 100.(5 votes)

## Video transcript

Voiceover:Hey Sal. Voiceover:Hello Brit. Voiceover:I picked this up at a garage sale and I know you like colors. Voiceover:I love colors. Voiceover:You wear colorful shirts everyday and I thought you might like this. Voiceover:I do, this is very kind, I like it. So what are you hoping
to do with this thing? Voiceover:Well, at minimum just
maybe represent numbers. Voiceover:To count, keep track of numbers? Voiceover:Counting the number of days or... Voiceover:One, two, three, yeah
I can imagine doing that. Voiceover:Okay, so moving the
beads down is a number, right? Voiceover:Yeah. Voiceover:There's 10. Voiceover:10 there, so maybe that would be 20, 30, 40, 50, 60, 70, 80, 90,100. Yeah, you could count 100
beads to keep track of things. Voiceover:What if I need to count 105 or 106? Do I need to buy another one? I don't even know where I
would get more of these. Voiceover:That would be an
option, maybe not an option if you don't know where to get it. Let's see, well the different
colors, just like we have different forms of
currency, maybe we can have each of these
colors, maybe the columns, they represent a different amount. So this is 10 right over
here, what if we had one of these red beads
represent 10 of these blue beads in the first column. So then, you could go, this would be 10 or you could say that is 10. Voiceover:So there's two
representations of 10 here? Voiceover:Yeah, they way we just
worked it out here, yeah. And then 11 would be that. Voiceover:And this is 21.
Voiceover: 21. Voiceover:Yep, you have two 10s and a one, 21. Voiceover:The wooden colored is going to represent all of the red beads. Voiceover:Yeah, that's a good system. If each column represents 10 of the beads to the column to it's right,
that could be interesting. Because if this represents 10 red beads, that's 10 10s, this is
equivalent to 100 blue beads. And so this would be equivalent to 10 of the brown beads, which would be 100 of the red beads, which would be 1000 of the blue beads, and this would be 10,000 of the blue beads and this would be 100,000 of the other
blue beads, this would be 1,000,000 of the blue beads. Voiceover:So we're going to
be able tor represent all the numbers in between
one and say 1,000,000. Voiceover:I think we can. Voiceover:Let me just give you a number. What about 15,003? Voiceover:So let's think a
little bit about this. So let's try with the big numbers first. So each of these is one,
each of these is 10, each of these is 100,
each of these is 1000. I don't have 15 of these,
but these are 10,000. Each of these are 10,000. So this is one 10,000,
then I could do five 1000s. One, two, three, four,
five, so this is 15,000. So one 10,000, five 1000s, and zero 100s, zero 10s, and then throw a three there. So 15,003.