# Functional Skills: Numbers and Place Value

## Functional Skills: Numbers and Place Value Revision

**Numbers and Place Value**

Numbers can be split up into columns, called **digits**.Â **Place value**Â is about the value of each digit within a number. Each digit has a different value determined by its position in the number.

**Place Value**

The value of each digit decreases, going from left to right. Each digit in the number has a different value, e.g. the 5 means 50,000. The value for each digit added together makes the number.

To read or write a large number, break up the number into groups of three digits starting from the right, using commas if we wish.

We then have a **millions** group, a **thousands** group and **the rest**. Therefore, this number can be spoken in words as

18 million, 852 thousand, 5 hundred and 34

or

eighteen million, eight hundred and fifty-two thousand, five hundred and thirty-four

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**Positive and Negative Numbers**

Numbers can either be **positive**, if they are greater than 0, or **negative**, if they are less than 0.

**Number lines** can help you visualise certain number problems, for instance theyÂ are really helpful in allowing you to grasp the concept of **negative numbers**. They can also be useful to find the **difference **between two numbers.

The further right you go on the number line, the larger the numbers become, e.g. 3 is larger than -1 which is larger than -2

**Scales**

**Scales** are just number lines that are often used in real life scenarios, for example a **thermometer**.

Sometimes they don’t always show every number and just increase in **intervals**.

The **ruler** below is an example of a scale, used to measure lengths.

**Example 1: Place Value**

State the place value of the 6 in 5609.

**[1 mark]**

Counting from right to left, we can see that the 6 is in the third column along – the hundreds column.

Therefore, the value of the ‘6 digitâ€™ in this number is 600.

**Example 2: Positive and Negative Numbers**

Which number is larger, -3 or -8?

**[1 mark]**

Because both of these numbers are negative, so the number which is larger is the one with a smaller number after the minus (-) sign, which is -3

**Example 3: **Number Line

The temperature at night was -3 \degreeC, and then the temperature in the daytime was 11\degreeC.

Work out the difference between the temperature at night and in the daytime.

**[1 mark]**

First draw a number line that includes both -3 and 11.

Then count on from -3 to 11.

As shown on the number line above, there area 14 steps, so the difference is \boldsymbol{14\degree}**C**.

**Example 4: Scales**

Elise is measuring the height of a box, using a centimetre ruler.

What is the height of the box?

**[1 mark]**

Each small line between whole numbers is worth 0.1 cm, and the height of the box is 8 lines between 5 and 6, so the height of the box is 5.8 cm.

## Functional Skills: Numbers and Place Value Example Questions

**Question 1:** What is the value of the 8 in 1899?

**[1 mark]**

The 8 is the 3rd digit from the right, meaning itâ€™s in the hundreds column. So, the value is,

800 or \text{eight hundred}

**Question 2:** What is the value of the 5 in 527023?

**[1 mark]**

The 5 is the 6th digit from the right, meaning itâ€™s in the hundred thousands column. So, the value is,

500000 or \text{five hundred thousand}

**Question 3:** How is the number 475210 spoken in words?

**[1 mark]**

Split the number into groups of three, starting from the right. So we have a thousands group and the rest.

475210 is therefore spoken as

475 \text{ thousand } 2 \text{ hundred and } 10

or

\text{four hundred and seventy-five thousand, two hundred and ten}

**Question 4:** How is the number fifty-three thousand, one hundred and four written in numbers?

**[1 mark]**

\text{fifty-three thousand} = 53000

\text{one hundred} = 100

\text{four} = 4

These can then be added together to make the number:

53104

**Question 5:** Which number is smaller, -23 or -24?

**[1 mark]**

Because both of these numbers are negative, so the number which is smaller is the one with a larger number after the minus (-) sign, which is -24

**Question 6:Â **Use a number line to find the difference between -4 and 5.

**[1 mark]**

As shown by the number line above, there are 9 steps between -4 and 5, so the difference is 9.

**Question 7:**Â The thermometer below shows the temperature of some water in \degreeC.

What temperature is the water?

**[1 mark]**

We can see that the temperature is halfway between 40\degreeC and 50\degreeC. So the temperature of the water is 45\degreeC.

## Functional Skills: Numbers and Place Value Worksheet and Example Questions

### Numbers and Place Value L1

FS Level 1NewOfficial PFS### Numbers and Place Value L2

FS Level 2NewOfficial PFS[responsive-flipbook id=”pfs_pocket_revision_guide_-_sample”]

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