teaching resource

Expanded Notation Dominoes (4-Digit Numbers)

  • Updated

    Updated:  09 Mar 2025

Use this set of dominoes when learning how to match 4-digit numbers written in standard form and expanded form.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  8 Pages

  • Curriculum
  • Years

    Years:  3 - 4

Curriculum

  • VC2M3N02

    Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 <ul> <li>moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)</li> <li>using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000</li> <li>predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each</li> <li>comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、 万</li> <li>comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation</li> </ul>

  • VC2M3N04

    Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator <ul> <li>using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary</li> <li>using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539</li> <li>choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850</li> <li>solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139</li> <li>justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems</li> <li>applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week</li> </ul>

  • Expanded Notation Dominoes (4-Digit Numbers) teaching resource
teaching resource

Expanded Notation Dominoes (4-Digit Numbers)

  • Updated

    Updated:  09 Mar 2025

Use this set of dominoes when learning how to match 4-digit numbers written in standard form and expanded form.

  • Editable

    Editable:  Google Slides

  • Non-Editable

    Non-Editable:  PDF

  • Pages

    Pages:  8 Pages

  • Curriculum
  • Years

    Years:  3 - 4

Use this set of dominoes when learning how to match 4-digit numbers written in standard form and expanded form.

Expanded Form with 4-Digit Numbers

The practice of showing a number in its expanded notation is a meaningful way to communicate the place value of each digit within that number. 

Help students understand place value with this Expanded Form Dominoes game, which tasks students to match numbers written in the standard numerical form with their expanded form. 

To play:

  1. Place the ‘Start’ domino in the centre of the playing area. Shuffle the remaining pieces and place them to the side.
  2. Each player draws 3 dominoes. 
  3. When it is your turn, look to see if you have a matching end piece.
    If you don’t have a piece that matches, draw a domino.
  4. Play continues until all pieces have been used and the ‘End’ domino has been laid.

Through this activity, students will show they can match a 4-digit number in standard form to its expanded form representation.

Tips for Differentiation + Scaffolding 

A team of dedicated, experienced educators created this resource to support your maths lessons. 

In addition to individual student work time, use this expanded form activity to enhance learning through guided math groups or whole class lessons. 

If you have a mixture of above and below-level learners, check out these suggestions for keeping students on track with the concepts: 

🆘 Support Struggling Students

Help students who need help understanding the concepts by completing this activity in a small group or 1-on-1 setting. Additionally, students can use a place value chart to help them determine the place of each number when determining the expanded form of a numeral. There also are domino sets available for 2- and 3-digit numbers.

➕ Challenge Fast Finishers

For students who need a bit of a challenge, encourage them to create their own set of expanded form dominoes. Make a copy of the editable version, delete the numbers, and give the blank template to your students to use. Additionally, there is a more challenging version of this resource, focusing on 5-digit numbers.

Easily Prepare This Resource for Your Students

Use the dropdown icon on the Download button to choose between the colour PDF or editable Google Slides version of this resource. 

Print on thick card for added durability and longevity. Place all pieces in a folder or large envelope for easy access. 

Curriculum

  • VC2M3N02

    Recognise, represent and order natural numbers using naming and writing conventions for numerals beyond 10 000 <ul> <li>moving materials from one place to another on a place value model to show renaming of numbers (for example, 1574 can be shown as one thousand, 5 hundreds, 7 tens and 4 ones, or as 15 hundreds, 7 tens and 4 ones)</li> <li>using the repeating pattern of place value names and spaces within sets of 3 digits to name and write larger numbers: ones, tens, hundreds, ones of thousands, tens of thousands, hundreds of thousands, ones of millions, tens of millions; for example, writing four hundred and twenty-five thousand as 425 000</li> <li>predicting and naming the number that is one more than 99, 109, 199, 1009, 1099, 1999, 10 009 … 99 999 and discussing what will change when one, one ten and one hundred is added to each</li> <li>comparing the Hindu-Arabic numeral system to other numeral systems; for example, investigating the Japanese numeral system, 一、十、百、千、 万</li> <li>comparing, reading and writing the numbers involved in more than 60 000 years of Aboriginal and Torres Strait Islander Peoples’ presence on the Australian continent through timescales relating to pre-colonisation and post-colonisation</li> </ul>

  • VC2M3N04

    Add and subtract two- and three-digit numbers using place value to partition, rearrange and regroup numbers to assist in calculations without a calculator <ul> <li>using partitioning and part-part-whole models and the inverse relationship between addition and subtraction to solve addition or subtraction problems, making informal written ‘jottings’ to keep track of the numbers if necessary</li> <li>using physical or virtual grouped materials or diagrams to make proportional models of numbers to assist in calculations, for example, to calculate 214 + 325, representing 214 as 2 groups of 100, one group of 10 and 4 ones and 325 as 3 groups of 100, 2 groups of 10 and 5 ones, resulting in 5 groups of 100, 3 groups of 10 and 9 ones, which is 539</li> <li>choosing between standard and non-standard place value partitions to assist with calculations, for example, to solve 485 + 365, thinking of 365 as 350 + 15, then adding the parts, 485 + 15 = 500, 500 + 350 = 850</li> <li>solving subtraction problems efficiently by adding or subtracting a constant amount to both numbers to create an easier calculation; for example, 534 − 395, adding 5 to both numbers to make 539 − 400 = 139</li> <li>justifying choices about partitioning and regrouping numbers in terms of their usefulness for particular calculations when solving problems</li> <li>applying knowledge of place value to assist in calculations when solving problems involving larger numbers; for example, calculating the total crowd numbers for an agricultural show that lasts a week</li> </ul>

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