When I teach students place value, I give them a copy of a paper that has each place in the heading (and if they are expected to understand large numbers and/or many decimal values, I use the long side of the paper for the heading).

Beginning with the ones place, the students place each number to the left in the chart (naming each place aloud) until they have the entire whole number placed. Then I help them read the number from the largest to the smallest place. When decimals are involved, they place the numbers from the decimal point to the right (also naming each place aloud). Then I help them read the numbers from the largest decimal to the smallest.

In addition, if the students are unable to read aloud any of the place names, I teach them to read those names, using my concrete, pencil-paper, multisensory decoding strategy. We also represent the numbers as concretely as necessary for understanding using ones, tens, hundreds blocks.

I find that whenever this is all done concretely, in a careful, sequential manner, my students understand place value. Once they understand it, they are usually able to read the numbers aloud, as we generalize the practice to reading the numbers as they perform operations.

Email me if you have any questions about any of this.

Anita learntoreadnow