Place-Value Notation
for Ten-Thousands
Objective To provide experiences with place-value concepts
tto ten-thousands.
www.everydaymathonline.com
ePresentations
eToolkit
Algorithms
Practice
EM Facts
Workshop
Game™
Teaching the Lesson
Key Concepts and Skills
• Count by 1,000s. [Number and Numeration Goal 1]
• Model and write 4-digit numbers
using a place-value tool. [Number and Numeration Goal 2]
• Identify digit values. [Number and Numeration Goal 2]
Key Activities
Children count aloud by thousands and
ten-thousands. They display and read
5-digit numbers, identify digits in specified
places, and review the relationships among
place values.
Family
Letters
Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Displaying and Reading
4- and 5-Digit Numbers
place-value tool
Children display and read numbers
using place-value tools.
Math Boxes 10 10
Math Journal 2, p. 259
Children practice and maintain skills
through Math Box problems.
Home Link 10 10
Math Masters, p. 339
Children practice and maintain skills
through Home Link activities.
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Exploring Place-Value Transitions
calculator
Children explore place value by counting
through transitions on a calculator.
ENRICHMENT
Ordering 5-Digit Numbers
Math Masters, p. 340
Children apply their understanding of
place value by ordering 5-digit numbers
from largest to smallest.
Ongoing Assessment:
Recognizing Student Achievement
Use journal page 258. [Number and Numeration Goal 2]
Materials
Math Journal 2, p. 258
Home Link 109
place-value tool demonstration place-value
tool (optional)
Advance Preparation
For a mathematics and literacy connection, obtain copies of On Beyond a Million by David M. Schwartz
(Scholastic Inc., 1999) and How Much Is a Million? by David M. Schwartz (HarperTrophy, 1994).
Teacher’s Reference Manual, Grades 1– 3 pp. 56, 57
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Getting Started
Mental Math and Reflexes
Math Message
Say 3-digit and 4-digit numbers. Children display each
number using their place-value tools. Which digit shows
ones? Tens? Hundreds? Thousands?
What is a digit? How many digits are there?
Name them.
127; 142; 200
107; 1,632; 3,462
1,002; 1,043; 9,010
Home Link 10 9 Follow-Up
Review answers. Have children count by 1,000s
from different numbers.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
ACTIVITY
List the digits 0 to 9 on the board and review the fact that any
counting number can be written with these 10 digits. With the
addition of a few more symbols, the digits can express many
other numbers—0.50, _34 , 2_12 , and -10, to name a few. Invite
children to give examples of such numbers.
Extending Place-Value
WHOLE-CLASS
ACTIVITY
Concepts to Ten-Thousands
Children work with their place-value tools as you demonstrate
each step.
Links to the Future
Reading and writing numbers up to 10,000 is
a Grade 2 Goal. This is an early exposure to
numbers in the 10,000s. Reading and writing
numbers through the 100,000s is a Grade 3
Goal. Large numbers will be revisited
throughout third grade.
Start by displaying 1,000 with your place-value tool. Count
aloud by 1,000s as you and the children change the digits in the
thousands place. When you reach 9,000, ask which digits must be
changed when 1,000 more is added. The digit in the thousands
place must change to 0, and the digit in the ten-thousands place
must change to 1.
Next, have children count aloud by 10,000s as they change the
digits in the ten-thousands place. When you count by 10,000s,
what number comes after 90,000? 100,000 How do you write
this number?
Ask children to display the largest number they can with their
place-value tools. 99,999 Ask them to read this number.
Say 5-digit numbers. Children show each number with their
place-value tools. For each number, ask: Which digit shows ones?
Tens? Hundreds? Thousands? Ten-thousands?
Display 4- and 5-digit numbers with your demonstration tool (or
write them on the board). Ask children to read the numbers.
776
Unit 10 Decimals and Place Value
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Reviewing 0 as a Placeholder
WHOLE-CLASS
ACTIVITY
Write 1,001 on the board and ask someone to read the number.
one thousand one Ask:
●
If a cent is ONE, how would you show 1,001 with the fewest
number of bills and coins? A $10 bill and a penny
●
If a cube is ONE, how would you show 1,001 with the fewest
number of base-10 blocks? A big cube and a cube
●
Why is it necessary to write zeros to show 1,001? Discuss what
would happen if the zeros were not there.
NOTE Point out that we do not say “and”
when reading such numbers as 1,001.
Gently correct children if they inadvertently
insert “and.”
Call out several 4- and 5-digit numbers containing zeros.
Check children’s work as they show the numbers with their
place-value tools.
Display several such numbers with your demonstration tool (or
write them on the board) and ask children to read the numbers.
Reviewing Relationships
WHOLE-CLASS
ACTIVITY
among Place Values
Write 22,222 on the board. Ask children to give the value of each
digit and record the answers on the board. 2 ones = 2;
2 tens = 20; 2 hundreds = 200; 2 thousands = 2,000; and
2 ten-thousands = 20,000
Observe that 20 is ten times as much as 2; 200 is ten times as
much as 20; 2,000 is ten times as much as 200; and so on.
Similarly, 2 is one-tenth of 20; 20 is one-tenth of 200; 200 is
one-tenth of 2,000; and so on.
Summary: Remind children that each place has a value ten times
that of the place to its right and one-tenth of the value of the place
to its left.
Student Page
Date
Time
LESSON
10 10 Place Value
Solving 4- and 5-Digit
INDEPENDENT
ACTIVITY
1. Match names.
A. 5 ones
B. 5 tens
Place-Value Problems
C. 5 hundreds
D. 5 thousands
(Math Journal 2, p. 258)
E. 5 ten-thousands
These problems involve matching equivalent names for numbers
and finding the values of digits in numerals.
Ongoing Assessment:
Recognizing Student Achievement
2. The 7 in 187 stands for 7
4. The 3 in 4,239 stands for 3
Use journal page 258, Problems 2–5 to assess children’s progress with
identifying the value of digits. Children are making adequate progress if they can
correctly identify the value of digits in the ones, tens, hundreds, and thousands
place. Some children may be able to identify digits in the ten-thousands place.
[Number and Numeration Goal 2]
50
500
50,000
5
5,000
Fill in the blanks. Write ones, tens, hundreds, thousands, or
ten-thousands.
3. The 2 in 2,785 stands for 2
Journal
Page 258
Problems 2–5
B
C
E
A
D
5. The 0 in 13,409 stands for 0
6. The 5 in 58,047 stands for 5
ones
.
thousands .
tens
.
tens
.
ten-thousands .
Continue.
367 ; 368 ; 369
999 ; 1,000 ; 1,001
996; 997; 998;
1,796; 1,797; 1,798; 1,799 ; 1,800 ; 1,801
1,996; 1,997; 1,998; 1,999 ; 2,000 ; 2,001
9,996; 9,997; 9,998; 9,999 ; 10,000 ; 10,001
7. 364; 365; 366;
8.
9.
10.
11.
Math Journal 2, p. 258
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Student Page
Date
Time
2 Ongoing Learning & Practice
LESSON
10 10 Math Boxes
1. Circle the digit in the 1,000s
2. I have a 5-dollar bill. I spend
place.
$4.38. How much change do
I get?
4, 6 9 4
Displaying and Reading
62¢
2 9, 4 0 0
2 0, 0 0 4
4- and 5-Digit Numbers
5, 0 1 9
Read each number
to a partner.
10
3. Show 25°C
Partners take turns. One partner uses a place-value tool to display
a number with up to 5 digits; the other reads the number. Then
partners reverse the procedure. One partner calls out a number;
the other displays it using the place-value tool.
4. Write 5 names for $0.75.
on the thermometer.
Is it good weather
to go ice skating
or to go to
the beach?
beach
PARTNER
ACTIVITY
Sample answers:
30
$1.00 - $0.25
50¢ + 25¢
$2.75 - 200¢
85¢ - 10¢
Seventy-five cents
°C
20
10
5. Write the names of 3 objects
Math Boxes 10 10
6. 5 wagons. 4 wheels on each
shaped like rectangular prisms.
wagon. How many wheels?
20
Sample answers:
boxes, books,
CD cases, dresser
(Math Journal 2, p. 259)
wheels
wagons
wheels
wheels
per wagon
in all
4
20
5
INDEPENDENT
ACTIVITY
56
112 113
Math Journal 2, p. 259
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Mixed Practice Math Boxes in this lesson are linked with
Math Boxes in Lessons 10-6 and 10-8. The skill in
Problem 6 previews Unit 11 content.
Writing/Reasoning Have children draw, write, or
verbalize their answers to the following: Explain how you
found the correct amount of change in Problem 2. Sample
answer: I counted up 2¢ to get $4.40 and counted up 60¢ to get to
$5.00. 60¢ + 2¢ = 62¢ change.
Home Link 10 10
INDEPENDENT
ACTIVITY
(Math Masters, p. 339)
Home Connection Children read numbers to someone
at home, write a number given the digits of each place
value, and identify numbers that are more or less than
a given number.
Home Link Master
Name
Date
Time
10 10 4-Digit and 5-Digit Numbers
HOME LINK
Family
Note
In this lesson, your child read and displayed 4- and 5-digit numbers. Listen to your child read
numbers to you. Remind your child not to say “and” when reading numbers such as the ones
below. (In reading numbers, “and” indicates a decimal point. For example, 7.9 is read as “seven
and nine tenths.”) However, do not overcorrect your child if he or she inserts “and” occasionally.
Please return this Home Link to school tomorrow.
10
1. Read these numbers to someone at home.
3,426; 6,001; 9,864; 13,400; 29,368; 99,999
2. Write other 4- and 5-digit numbers. Read your numbers to
someone at home.
Answers vary.
Try This
3. Write a number that has:
4. Use the number in Problem 3.
4 in the hundreds place.
What number is
6 in the tens place.
100 more?
2 in the thousands place.
3,000 more?
7 in the ten-thousands place.
9 in the ones place.
72,569
75,469
72,369
100 less?
3,000 less? 69,469
7 2, 4 6 9
Practice
5. 24 + 52 =
7.
76
136
+ 89
225
6. 78 - 29 =
8.
49
244
- 74
170
Math Masters, p. 339
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Unit 10 Decimals and Place Value
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Teaching Master
Name
3 Differentiation Options
Date
10 10 Areas of States
List the states in the table from largest area to smallest area.
State
READINESS
Exploring Place-
Time
LESSON
SMALL-GROUP
ACTIVITY
5–15 Min
Value Transitions
To explore place value using a visual model, have children count
on a calculator through place-value transitions.
Area
(sq miles)
State
Area
(sq miles)
largest:
Arkansas
53,182
Florida
59,928
Florida
59,928
Georgia
58,977
Georgia
58,977
Illinois
57,918
Illinois
57,918
Iowa
56,276
Iowa
56,276
New York
New York
53,989
Arkansas
Name
53,989
smallest:
53,182
Date
Time
10 10 Areas of States
LESSON
Start at 0 and count by 1,000s. Pause at 9,000 and ask what
happens next. The display shows 10,000; the digit in the
thousands place changes to 0, and a 1 appears in the
ten-thousands place.
Start at 9,900 and count by 10s. Pause at 9,990 and ask what
happens next. The display shows 10,000; the digits in the tens,
hundreds, and thousands place change to 0, and a 1 appears in
the ten-thousands place.
Start at 9,990 and count by 1s. Pause at 9,999 and ask what
happens next. The display shows 10,000; the digits in the ones,
tens, hundreds, and thousands places change to 0, and a 1
appears in the ten-thousands place.
ENRICHMENT
Ordering 5-Digit Numbers
List the states in the table from largest area to smallest area.
State
Area
(sq miles)
State
Area
(sq miles)
largest:
Arkansas
53,182
Florida
59,928
Georgia
58,977
Illinois
57,918
Iowa
56,276
New York
53,989
smallest:
Math Masters, p. 340
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INDEPENDENT
ACTIVITY
5–15 Min
(Math Masters, p. 340)
Social Studies Link To apply children’s understanding of
place value, have children complete Math Masters, page 340.
Children are given an alphabetical list of six states and their
areas in square miles. They list the states in order from largest
to smallest.
Remind children that one possible strategy for comparing numbers
is to write the numbers one under the other so that the same-place
digits are aligned, and then compare the values of the aligned
digits, starting with the first pair on the left.
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