Click to preview a math center about expanded notation |

Before Texas adopted its new TEKS and before the common core became common across the US, place value instruction was generally presented differently that it is today. Teachers all around the country have had to adjust to their new standards.

One *place* where the standards have changed is in the area of *place value*. Rather than an emphasis on memorizing the names of each of the place value positions, the importance has shifted to knowing about the *relationships between the place value positions*.

One question that seems to have cropped up after these changes to standards has been “what is meant by the terms expanded form or expanded notation?”

In Texas, the standards differentiate between the terms *expanded form *and *expanded notation*. The former being a less complex skill that is mastered by third grade and the later a more complex skill mastered by around fifth grade. In the common core standards, only the term *expanded form* is used, but its use in conjunction with the emphasis on base ten system fluency define it as the *expanded notation *concept.

There are many ways to represent a decimal number using place value properties! |

So what is the difference between these two concepts? Is there a difference, or is just a matter of semantics? Here is what you need to know to make sure you are instructing your students to the depth and complexity expected by the standards. Traditional expanded form would look something like a simple addition problem. The number 734 = 700 + 30 + 4, would be an example of a whole number written in expanded form. Expanded notation, on the other hand, is a bit more complicated. It relies on the distributive property and knowledge of the relationships within the base ten system. Using the same example, we would see 734 = (7 x 100) + (3 x 10) + 4, or something similar when writing an expanded notation.

Notice how, although similar, the expanded notation of the number distinctly demonstrates the relationship between the place value position of the digit and the value of that position in the number.

We also can see a variety of appearances in equivalent representations when using numbers with decimal digits.

Remember this school year to use a variety of representations when instructing your students during the place value unit. Our standards have changed, and so should our instruction! Have fun!

So very true- your title on the poster- they are missing out, because that is not what students are faced with on standardized tests, benchmark tests, and in the newer, rigorous common core based texts. It blows me away that many principals don't even know this. Thank you so much for your great info. I joined your site and look forward to new posts and products! : )