Performance Stations in Math
Numbers & Operations
Grade 6 - Part 1

Liliane Gauthier
Teacher / Educational Consultant
Saskatoon Board of Education

2. Numbers & Operations
Place Value: Grade 6

N-1a, N-3

  answer sheet
  three envelopes labelled "Station # 2
  blank cards
  recycled envelopes
1.Using a calculator, find the value of:
 a)4 tens, 7 ones, 80 thousands, 2 hundreds
 b)300 thousands, 4 tens, 0 ones, 5 hundreds, 7 millions
 c)6 thousands, 7 ones, 2 hundreds, 4 millions, 3 tens,
3 ten thousands, 8 ten thousands
 d)6 hundreds, 8 thousands, 5 ten thousands, 3 ones, 7 millions,
1 ten million and 4 tens
2.Make up a similar question as above for the following numbers:
 a)68 324
 b)226 493
 ac274 928 063
3. Find three envelopes labelled station # 2
Read the number on the envelope in you head.
In the envelope you will find some cards, one of which is missing. Write the number of the missing card on your answer sheet.
4. Use the blank cards to create a question as in 3).
Write a large number on the envelope.
Fill in the blank cards to represent your number.
Remember to leave one out.
On one card write: "The Missing number is:_______ "

6. Numbers & Operations
Place Value: Grade 6

N-1, N-3

  abacus (drinking straws and plasticine)
  place value mat
  recording sheet
  paper money
1.Construct the following numbers on the abacus and record your work on the recording sheet. Use proper metric notation.
 a)506 231
 b)2 255. 234
 c)five thousand three hundred thirty-six
 d)three hundred forty and three tenths
 e)6 thousands, 4 ones, 2 hundreds, 3 tenths
 f)5 hundredths, 3 hundreds, 3 tenths, 3 tens,
0 ones, 6 thousandths, 8 thousands
2.We can represent "368" using several models.



3.Represent five hundred forty six using Base ten blocks and an abacus.
 a) Represent this number as money by cutting and gluing the paper money on a piece of paper.
 b) Does your money model look more like the Base ten blocks or more like the abacus. Explain your answer.
 c) Give the advantages and disadvantages of each model.


8. Numbers & Operations
Fractions: Grade 6

N-44, N-45, N-46, N-47,

  metre stick
  adding machine roll (long strip of paper 5cm wide)
1.Cut strip one metre long. Place the metre stick on the strip of paper and carefully make a mark on the strip to show each centimetre. Label at each decimetre (10 centimetres) starting at 10, 20 30 . . . 100
2.a)Fold in half. Open the strip.
 b)Label the crease at the middle of the strip .
 c)How many centimetres are there in half a metre.
Explain another strategy to calculate of a metre.
 d)Name two things that are about half a metre in length.
3.a)Fold the strip in half and in half again. Open the strip.
 b)Label the creases , respectively.
 c)How many centimetres are there in one quarter, two quarters and three quarters of a metre?
Explain another strategy to explain this.
 d)Name two things that are about a quarter of a metre in length.
4.a)Fold the strip in half and in half again and another time. Open the strip.
 b)Label the creases
 c)How many centimetres are there in one eighth two eighths, three eighths, four eighths, five eighths, six eighths, seven eighths of a metre?
Explain another strategy to explain this.
 d)Name two things that are about an eighth of a metre in length.
5.Why are certain places along the metre strip labelled with more than one fraction?
6.a)Explain why the following are all at the same place on the metre stick.
 b)What do they represent?
 c)What is the meaning of the numerator and the denominator in each case?
7.How could you fold a one-metre paper strip to show tenths and fifths. Explain in your own words and/or construct a strip to show this process.

Return to Math Central

To return to the previous page use your browser's back button.