Reading, Writing,
and Ordering Numbers
Objective To provide practice for reading, writing, comparing,
O
and ordering numbers less than 100,000.
a
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Assessment
Management
Common
Core State
Standards
Ongoing Learning & Practice
Key Concepts and Skills
Creating Pictographs
• Read and write numbers up to 100,000. Math Journal 1, pp. 103A and 103B
Children represent data on
pictographs.
[Number and Numeration Goal 1]
• Identify the places in numbers through
ten-thousands and the values of the digits
in those places. [Number and Numeration Goal 1]
• Compare and order whole numbers less
than 100,000. [Number and Numeration Goal 6]
• Distinguish between the maximum and
median numbers in a given data set. Math Boxes 5 2
Math Journal 1, p. 104
Children practice and maintain skills
through Math Box problems.
Ongoing Assessment:
Recognizing Student Achievement
Use Math Boxes, Problem 2. [Data and Chance Goal 2]
[Data and Chance Goal 2]
Home Link 5 2
Key Activities
Children read, compare, and order numbers
up to 100,000. They also play Number Top-It.
Key Vocabulary
Math Masters, p. 123
Children practice and maintain skills
through Home Link activities.
Curriculum
Focal Points
Interactive
Teacher’s
Lesson Guide
Differentiation Options
READINESS
Comparing and Ordering Numbers
Math Masters, p. 125
Children use a number line to compare and
order numbers.
ENRICHMENT
Comparing 5-Digit Numbers
Math Masters, p. 124
per partnership: 5 dice
Children compare 5-digit numbers, explain
their relationships, and estimate their
differences.
ELL SUPPORT
Building a Math Word Bank
Differentiation Handbook, p. 132
Children add the terms median and
maximum to their Math Word Banks.
maximum median > (is greater than) < (is less than)
Materials
Student Reference Book, pp. 218, 219,
302, and 303
Home Link 51
Math Masters, pp. 423 and 424
transparency of Math Masters, p. 422
(optional) glue or tape slate 4 each of
number cards 0 –9 (from the Everything Math
Deck, if available) half-sheet of paper chart paper and markers (optional)
Advance Preparation
Each pair of children will need a Place-Value Mat, glued or taped together from Math Masters, pages 423 and 424.
Lesson 5 2
323
Mathematical Practices
SMP2, SMP3, SMP4, SMP5, SMP6, SMP7
Content Standards
Getting Started
Mental Math and
Reflexes
Dictate numbers. Have children write the
numbers on their slates. For each
number, ask questions such as:
• Which digit is in the thousands place?
• What is the value of the digit x ?
• How many ten-thousands?
Suggestions:
5,674; 4,361; 6,035; 8,006
42,877; 35,091; 72,004
1,247,498; 3,957,204; 8,502,053
3.MD.3
Math Message
Open your Student Reference Book to pages 218 and 219, Animal Clutches.
On a half-sheet of paper, list the names of the animals in the order of the most eggs
they can have in a clutch.
Home Link 5 1 Follow-Up
As you go over the answers, ask the class to look for patterns.
• Which digit changes when adding or subtracting 10? The tens digit and the
hundreds digit change when moving from the 8,800s to the 8,900s.
• 100? The hundreds digit and the thousands digit change when moving from the 8,000s
to the 9,000s.
• 1,000? The thousands digit and the ten-thousands digit change when moving from the
9,000s to the 10,000s.
1 Teaching the Lesson
Math Message Follow-Up
WHOLE-CLASS
DISCUSSION
(Student Reference Book, pp. 218 and 219)
The Math Message problem asks for the names of the animals in
the order of the most eggs they can have in a clutch. The order from
the largest clutches to the smallest is giant toad, queen termite,
green turtle, python, Mississippi alligator, agama lizard, ostrich.
Take a moment to review the terms maximum (highest value) and
median (middle value), and help children distinguish between the
maximum and the median numbers of eggs in a clutch.
Student Page
Student Page
Data Bank
Data Bank
Animal Clutches
Python
n
All of the animals shown lay eggs. A nest of eggs is
called a clutch.
up to 9 meters
eters long
median of 29 eggs,
as many ass 100
Most birds, reptiles, and amphibians lay eggs once or
twice a year. Insects may lay eggs daily during a certain
season of the year.
Agama lizard
up
p to 25 cm long
up
p to 23 eggs
Green Turtle
up to 1.5 meters long
median of 104 eggs,
as many as 184 eggs
Queen termite
less than 1 cm long
as many as 8,000 eggs per
day for years
Ostrich
more than 2 meters tall
up to 15 eggs
Giant Toad
up to 30 cm long
Mississippi alligator
maximum of 35,000 eggs
up to 4.5 meters long
Student Reference Book, p. 218
211_248_EMCS_S_G3_SRB_DBA_577260.indd 218
324
Student Reference Book, p. 219
2/17/11 9:48 AM
Unit 5 Place Value in Whole Numbers and Decimals
211_248_EMCS_S_G3_SRB_DBA_577260.indd 219
2/17/11 9:48 AM
Teaching Aid Master
Reviewing How to Read and
Name
WHOLE-CLASS
ACTIVITY
Compare Numbers
Date
Time
5-Digit Place-Value Chart
TenThousands
Thousands
Hundreds
Tens
Ones
(Math Masters, p. 422)
The following activities prepare children to work with larger
numbers in Lesson 5-3.
Using either the board or the transparency of the place-value
chart found on Math Masters, page 422, write any number with
five or fewer digits. Ask a volunteer to read the number. Then
repeat with several other numbers, but do not erase the
numbers already written. Suggestions: 467; 435; 6,009; 6,090;
52,749; 52,974
Adjusting the Activity
ELL
To connect number words to their numerical representations, consider
having children make and display a number words chart. (See margin.) Children
can also make charts in other languages for display.
A U D I T O R Y
K I N E S T H E T I C
T A C T I L E
V I S U A L
Math Masters, p. 422
Select two numbers from the list (such as 52,749 and 52,974),
and ask which is greater. 52,974 How can children tell?
One possible strategy is to write the two numbers, one under
the other, so that same-place digits are aligned, and then to
compare the values of aligned pairs of digits, starting with the
first pair on the left. For example:
The ten-thousands digits are the same; their value is 50,000 each.
52 , 749
| | |
| | |
52 , 974
The thousands digits are the same; their value
is 2,000 each.
The hundreds digits are not the same; 900 is
greater than 700, so 52,974 is greater than
52,749.
Write 52,974 > 52,749 on the board.
Remind children of the meaning of > (is greater than), and
ask them to read the number model aloud.
Review the meaning of < (is less than). Ask children to write a
second number model with the numbers 52,749 and 52,974
using <. 52,749 < 52,974
Choose other pairs of numbers from the list. Have children
compare the numbers and write number models using > or <
on their slates.
Finally, ask children to help you order the numbers listed on
the board from least to greatest.
NOTE A hyphen is written with the multiples
of ten (twenty through ninety) to suggest that
words are attached; for example, twenty-three.
Lesson 5 2
325
Student Page
Games
Playing Number Top-It
Number Top-It (5-Digit Numbers)
Materials 䊐 number cards 0–9 (4 of each)
䊐 1 7-Digit Place-Value Mat
(Math Masters, pp. 423 and 424)
Players
2 or more
Skill
Place value for whole numbers
PARTNER
ACTIVITY
(5-Digit Numbers)
(Student Reference Book, pp. 302 and 303; Math Masters,
pp. 423 and 424)
Object of the game To make the largest 5-digit numbers.
Directions
1. Shuffle the cards. Place the deck number-side down
on the table.
Players use Place-Value Mats made from Math Masters, pages
423 and 424. (See Advance Preparation.) In the two-player
version, players share a game mat. For more than two players,
players need additional game mats. Model the game before
children play on their own. The Place-Value Mats will be used
throughout the unit.
2. Each player uses 1 row of boxes on the Place-Value
Mat. Do not use the Millions box or the HundredThousands box.
3. In each round, players take turns turning over the top
card from the deck and placing it on any one of their
empty boxes. Each player takes 5 turns and places
5 cards on his or her row of the Place-Value Mat.
4. At the end of each round, players read their numbers
aloud and compare them. The player with the largest
number for the round scores 1 point; the player with
the next-largest number scores 2 points; and so on. All
cards are then removed from the Place-Value Mat and
placed in a discard pile before the next round begins.
HundredTenThousands Thousands Thousands Hundreds
Millions
Tens
Ones
5. Players play 5 rounds per game. When all of the cards
in the deck have been used, one player shuffles the
discarded cards to make a new deck to finish
the game. The player with the smallest total number
of points at the end of 5 rounds wins the game.
Student Reference Book, p. 302
,
,
,
,
Place-Value Mat from Math Masters, pages 423 and 424
Adjusting the Activity
As appropriate, have children play a variation of Number Top-It:
Play with fewer than 5 cards.
Play with 7 cards. (This version is formally introduced in Lesson 5-3.)
Play with more than 2 players to practice ordering sets of numbers.
A U D I T O R Y
Student Page
Games
The Place-Value Mat below shows the results
for one complete round of play with 4 players.
7-Digit Place-Value Mat
Hundred
Ten
Thousands Thousands Thousands
Hundreds
Tens
Ones
John
4
8
6
2
1
Doug
9
3
5
2
0
Sara
4
7
2
0
4
Anju
7
6
6
3
4
Millions
Here are the numbers listed from largest to smallest:
Doug
93,520
Anju
76,634
John
48,621
Sara
47,204
largest
smallest
Doug scores 1 point for this round. Anju scores 2 points.
John scores 3 points. And Sara scores 4 points.
Student Reference Book, p. 303
326
Unit 5 Place Value in Whole Numbers and Decimals
K I N E S T H E T I C
T A C T I L E
V I S U A L
Student Page
Date
2 Ongoing Learning & Practice
Creating Pictographs
PARTNER
ACTIVITY
Time
LESSON
Creating Pictographs
52
The Monarch butterfly is one of the largest and most
recognized butterflies. It is found throughout the
United States. Each year Monarch butterflies migrate
south for the winter. Some travel over 2,000 miles.
In the spring these butterflies return north and lay
their eggs.
The Butterfly Tally Chart shows the number of
Monarch butterflies that Marta counted each day
during her walk to school.
(Math Journal 1, pp. 103A and 103B)
Butterfly Tally Chart
To provide practice with representing data on graphs, ask children
to share what they know about pictographs. Sample answers: A
pictograph uses pictures or symbols to show numbers; a pictograph
has a key that tells what each picture or symbol represents;
sometimes the picture or symbol is worth more than one.
Day
Monday
Tuesday
Wednesday
Thursday
Friday
Number
of
Monarchs
////\
///
////\
////\
////\
////\
//
////
Create a pictograph using the data in the tally chart and the key below.
Be sure to give the graph a title.
Sample answer:
Marta’s Butterfly Count
Title: _____________________________________________________
Monday
With the class, read the top of journal page 103A. Ask: What kind of
data did Marta collect? Sample answer: Marta collected data on the
number of butterflies she saw each day as she walked to school.
Tuesday
Wednesday
Thursday
Friday
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
KEY:
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
X
= 1 Monarch butterfly
Have children work independently or with a partner to complete
the pictograph. When most have finished the page, ask questions
such as the following:
●
What is the title of your pictograph? Sample answers: Monarch
Butterflies; Marta’s Butterfly Count
●
How many butterfly symbols did you draw for Wednesday? 10
Why? Sample answer: A butterfly symbol stands for 1 butterfly.
Marta counted 10 Monarchs, so I drew 10 butterfly symbols.
●
How many butterflies did Marta see during the week?
34 butterflies
Math Journal 1, p. 103A
102-127_EMCS_S_SMJ_G3_U05_576353.indd 103A
1/26/11 9:17 AM
After the class discussion, have partners work together to complete
journal page 103B. Point out that each symbol in the key
represents 5 inches of snow.
Math Boxes 5 2
INDEPENDENT
ACTIVITY
(Math Journal 1, p. 104)
Student Page
Date
Time
LESSON
Mixed Practice Math Boxes in this lesson are paired with
Math Boxes in Lesson 5-4. The skill in Problem 6
previews Unit 6 content.
Ongoing Assessment:
Recognizing Student Achievement
Math Boxes
Problem 2
52
continued
Draw a picture symbol on the line next to “KEY” to show
5 inches of snow. Then draw a pictograph using the key
and the data in the chart.
Average
Annual
Snowfall
City
New York
30 inches
Chicago
40 inches
Philadelphia
20 inches
Detroit
40 inches
Indianapolis
25 inches
Sample answer:
Write a title for your pictograph.
Average Snowfall in Inches
Title:
New York
Use Math Boxes, Problem 2 to assess children’s progress toward finding the
maximum, minimum, and range of a data set. Children are making adequate
progress if they are able to complete Problem 2 correctly. Some children may be
able to find the median number of treats.
[Data and Chance Goal 2]
Creating Pictographs
The chart to the right shows the approximate average
annual snowfall, in inches, for the five largest U.S. cities
that receive at least 5 inches of snow per year.
Chicago
Philadelphia
Detroit
Indianapolis
Sample answer:
KEY:
= 5 inches of snow
1.
Look at the pictograph. How much more does it snow, on average, in
Chicago than in Indianapolis? 15 inches
2.
Write a different question that can be answered from the pictograph.
Answers vary.
Math Journal 1, p. 103B
102-127_EMCS_S_SMJ_G3_U05_576353.indd 103B
1/26/11 9:17 AM
Lesson 5 2
327
Home Link 5 2
Student Page
Date
LESSON
(Math Masters, p. 123)
Math Boxes
2.
1. Use multiplication or division to
complete these problems on your
calculator.
Enter
Change to
10
5
3
15
6
60
45
5
How?
52
A $4.36
‰
B $5.17
6
Í
C $4.67
2
Â
D $5.52
7
4
Jack
Barry exercises every day. He
walked 11 laps on both Monday
and Thursday, 8 laps on Tuesday,
and 9 laps on Wednesday. How
many laps did he walk in all?
3 Differentiation Options
39 laps
(unit)
TotalTotal
Part
Part
Part
Part
11
11
8
9
6.
Comparing and Ordering
256 257
Complete.
A triangle has 3 sides.
A rectangle has 4 sides.
A square has 4 sides.
people
in all
?
PARTNER
ACTIVITY
READINESS
39
in each car. How many people in all?
3
Lola
Dogs
79
4.
5. There are 3 cars. 4 people are riding
people
per car
Kenai
53
Î
cars
21
18
15
12
9
6
3
0
12
of treats:
for the best answer.
Á
6
Range of number
3. Find the total value. Fill in the circle
3
Minimum number
of treats:
÷ 2
× 5
×10
÷ 9
4
18
of treats:
Home Connection Children use < and > to compare
pairs of numbers. They arrange digits and numbers from
smallest to largest.
Dog Treat
Totals
Maximum number
Number of Treats
52
INDEPENDENT
ACTIVITY
Time
5–15 Min
Numbers
(Math Masters, p. 125)
Number model:
3×4=?
Answer:
12 people
106–109
259 260
(unit)
Math Journal 1, p. 104
EM3cuG3MJ1_U05_102-127.indd 104
12/30/10 5:49 PM
To provide experience with comparing numbers in a number-line
context, have children locate numbers on a number line by
comparing them to the numbers that are labeled. Children
complete Math Masters, page 125.
When children have finished the page, review how they made
decisions about where to place their numbers on the number lines
and discuss strategies they used to compare numbers. Sample
answer: First I look to see if both numbers have the same number
of digits; if they do not, I can tell which one is bigger; if they do, I
compare the digits in the biggest place to see which one is bigger.
Have volunteers read their number sentences.
Teaching Master
Home Link Master
Name
Date
HOME LINK
Name
Family
Note
52
Review the meanings of the > and < relation symbols (see box below) before your child
begins this page. When your child has completed the Home Link, ask him or her to read the
numbers on the page to you.
> is greater than
For each problem put an X about where you think the
numbers will be on the number line. Then write the
number above the X.
< is less than
1. Place these numbers on the number line: 73, 89, 99.
73
The game Number Top-It gives children the opportunity to practice comparing 5-digit
numbers. You may wish to play Number Top-It with your child. (See Student Reference
Book, pages 302 and 303.)
Time
Comparing and Ordering Numbers
Comparing Numbers
52
Date
LESSON
Time
99
89
70
75
80
85
90
95
100
302 303
Please return this Home Link to school tomorrow.
2. Place these numbers on the number line: 97, 108, 124.
Write < or >.
<
1. 906
3. 31,859
5. 48,936
2.
5,708
31,958
4.
10,006
4,971
6.
76,094
960
<
>
>
<
<
97
599
10,106
76,111
< means is
less than
90
> means is
greater than
Use the digits 6, 8, 3, and 9.
95
8. Write the largest possible number.
3,689
9,863
110
124
115
120
125
130
428
425
441
430
435
440
449
445
450
Try This
4. Place these numbers on the number line: 1,112; 1,138; 1,146.
9. Write two numbers that are between the smallest and largest numbers.
Sample answer:
105
3. Place these numbers on the number line: 428, 441, 449.
420
7. Write the smallest possible number.
108
100
3,986; 6,839
1,112
1,110
1,115
1,138
1,120
1,125
1,130
1,135
1,140
1,146
1,145
1,150
51,100
50,100
52,100
53,100
g
p
10. Fill in the missing numbers.
py g
Practice
Write these problems on the back of this page. Solve. Show your work.
11.
48
+ 8
56
12.
86
+ 77
13.
163
717
+ 79
796
14.
236
+248
484
Math Masters, p. 125
Math Masters, p. 123
EM3MM_G3_U05_119-166.indd 123
328
EM3MM_G3_U05_119-166.indd 125
12/28/10 10:05 AM
Unit 5 Place Value in Whole Numbers and Decimals
12/28/10 10:05 AM
PARTNER
ACTIVITY
ENRICHMENT
Comparing 5-Digit Numbers
15–30 Min
(Math Masters, p. 124)
To apply children’s understanding of place-value, have them
compare multidigit numbers, explain their relationships, and
estimate their differences. Partners roll five dice and arrange the
numbers in any order to generate a 5-digit number. They repeat
this procedure to get three 5-digit numbers and record them on
Math Masters, page 124. Then they answer questions about the
numbers.
SMALL-GROUP
ACTIVITY
ELL SUPPORT
Building a Math Word Bank
5–15 Min
(Differentiation Handbook, p. 132)
To provide language support for data landmarks, have children
use the Word Bank template found on Differentiation Handbook,
page 132. Ask children to write the terms median and maximum,
draw a picture representing each term, and write other related
words. See the Differentiation Handbook for more information.
Teaching Master
Name
LESSON
52
䉬
Date
Time
Comparing 5-Digit Numbers
Write your 3 numbers on the lines below.
Answers vary.
1. Write a number that is greater than your largest number.
2. Write a number that falls between your two largest numbers.
3. Which of your numbers is closest to 50,000?
How do you know?
4. Which of your numbers is closest to 10,000?
How do you know?
5. Which 2 numbers are closest to each other?
How do you know?
6. Estimate the difference between your largest and smallest numbers.
What did you do to make your estimate?
Math Masters, p. 124
Lesson 5 2
329