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Objective 1 To review place value through ten-thousands. materials Teaching the Lesson Key Activities Children review place value and practice reading and writing numbers into the ten-thousands. Key Concepts and Skills • Read and write multidigit whole numbers. [Number and Numeration Goal 1] • Identify the places in multidigit numbers and the value of the digits in those places. [Number and Numeration Goal 1] • Order numbers through continuation of counts. [Number and Numeration Goal 6] ⵧ Math Journal 1, p. 102 ⵧ Teaching Master (Math Masters, p. 119; one per 2 children) ⵧ Transparency (Math Masters, p. 422; optional) ⵧ calculator See Advance Preparation Key Vocabulary ten-thousands • thousands Ongoing Assessment: Recognizing Student Achievement Use Math Masters, page 119. [Number and Numeration Goal 1] Ongoing Assessment: Informing Instruction See page 320. 2 Ongoing Learning & Practice Children play Baseball Multiplication to practice automatic recall of multiplication facts. Children practice and maintain skills through Math Boxes and Home Link activities. 3 Children use base-10 blocks to build numbers. ⵧ Math Journal 1, p. 103 ⵧ Student Reference Book, pp. 276 and 277 ⵧ Home Link Master (Math Masters, p. 120) ⵧ Game Master (Math Masters, p. 444) materials Differentiation Options READINESS materials ENRICHMENT Children look for patterns on a 100-number grid. ⵧ Teaching Masters (Math Masters, pp. 121 and 122) ⵧ base-10 blocks ⵧ calculator, index cards See Advance Preparation Additional Information Advance Preparation For Part 1, make a transparency of Math Masters, page 422 or use semipermanent chalk to draw a place-value chart on the board. For each partnership, label four index cards with the terms thousands, hundreds, tens, and ones for the optional Readiness activity in Part 3. 318 Unit 5 Place Value in Whole Numbers and Decimals Technology Assessment Management System Math Masters, page 119 See the iTLG. Getting Started Mental Math and Reflexes Have children use the solve these puzzles. Enter 3 20 7 28 9 121 X and Change to 6 10 21 7 81 11 . – . Math Message calculator keys to 夹 Take one of the Math Message slips. Follow the directions. How? 2 2 3 4 9 11 1 Teaching the Lesson 䉴 Math Message Follow-Up WHOLE-CLASS ACTIVITY (Math Masters, p. 119) Read aloud the numbers on the Math Message slip as needed. This lesson reviews place value through ten-thousands. Ongoing Assessment: Recognizing Student Achievement Math Masters Page 119 夹 Use Math Masters, page 119 to assess children’s ability to write whole numbers up to five digits. Children are making adequate progress if they successfully complete Problems 1–3. Some children may be able to complete Problems 4 and 5. [Number and Numeration Goal 1] Name LESSON 51 䉬 Adjusting the Activity Date Write the following numbers using digits: 1. two hundred fifty-six 256 Demonstrate the cycle from symbols to words and back by writing the following on the board: 2. three thousand, four hundred eleven 27,853 4. nine thousand, seventy 夹 夹 夹 3,411 3. twenty-seven thousand, eight hundred fifty-three 5. thirty-five thousand, eight 27 thousand, 853 Time Math Message 27,853 9,070 35,008 twenty-seven thousand, eight hundred fifty-three 27 thousand, 853 27,853 Ask children to point to the written form of the number 27,853. Have children work through this cycle for several 3-, 4-, or 5-digit numbers. Include numbers with 0s in different place-value positions. A U D I T O R Y 䉬 K I N E S T H E T I C 䉬 T A C T I L E 䉬 Math Masters, page 119 V I S U A L Lesson 5 1 䉬 319 Teaching Aid Master Name Date 䉴 Reviewing Place Value Time 5-Digit Place-Value Chart TenThousands WHOLE-CLASS ACTIVITY (Math Masters, p. 422) Thousands Hundreds Tens Ones Use a transparency of Math Masters, page 422 or semipermanent chalk to draw a place-value chart to ten-thousands on the board. Write several five-digit numbers in the chart, such as 37,429, and have volunteers read them. Adjusting the Activity Big numbers are broken into groups of digits separated by commas. Each group is read as though it were a separate number. For the larger groups, the name of the group is read. Use a diagram like the one below. Continue to write 5-digit numbers on the lines and have children practice reading them aloud. Include numbers with several 0s. th ou sa nd 3 7 ,4 2 9 A U D I T O R Y 䉬 K I N E S T H E T I C 䉬 T A C T I L E 䉬 V I S U A L Math Masters, p. 422 TenThousands Thousands Hundreds Tens Ones 3 7 4 2 9 NOTE Children may have trouble with algorithms because they do not understand what the digits in a number represent. Children should get into the habit of thinking and talking about the values of digits in multidigit numbers. Ask questions about the numbers written in the place-value chart. For 37,429 ask: ● Which digit is in the thousands place? 7 ● What is the value of the digit 4? 400 ● How many ten-thousands are there? 3 Repeat using other numbers including those with 0s, such as 5,072. Review the role of zero as a placeholder. Ask: What would happen if the zero were left out of 5,072? The value of the number would not be the same. Encourage children to think in terms of money: $5,072 is not the same as $572. Student Page Date Time LESSON Ongoing Assessment: Informing Instruction Place-Value Review 5 1 䉬 Ten-Thousands Thousands Hundreds Tens Ones Follow the steps to find each number in Problems 1 and 2. 1. Write Write Write Write Write 1 3. 6 4 9 0 1 in in in in in the the the the the ones place. thousands place. hundreds place. tens place. ten-thousands place. 4 , 9 6 Write Write Write Write Write 4 6 4 9 0 1 in in in in in the the the the the tens place. ten-thousands place. ones place. hundreds place. thousands place. 1 , 0 6 䉴 Solving Problems Involving 41,069 Complete. The 9 in 4,965 stands for 9 The 7 in 87,629 stands for 7 The 4 in 48,215 stands for 4 The 0 in 72,601 stands for 0 hundreds thousands ten-thousands tens or or or or 900 . 7,000 . 40,000 . 0 . Continue the counts. 4,710 ; 4,711 ; 4,712 7,700 ; 7,701 ; 7,702 900 ; 899 ; 898 903; 902; 901; 6,004; 6,003; 6,002; 6,001 ; 6,000 ; 5,999 47,265; 47,266; 47,267; 47,268 ; 47,269 ; 47,270 5. 4,707; 4,708; 4,709; 6. 7,697; 7,698; 7,699; 7. 8. 9. 9 Compare the two numbers you wrote in Problems 1 and 2. Which is greater? 4. 0 2. Watch for children who insert the word and after thousand when reading a whole number. A number like 4,009 should be read as “four thousand nine,” not “four thousand and nine.” Proper use of and is especially important when reading decimals. See Lesson 5-9. Place Value (Math Journal 1, p. 102) Children use the place values of digits in 3-, 4-, and 5-digit numbers to solve problems. Math Journal 1, p. 102 320 INDEPENDENT ACTIVITY Unit 5 Place Value in Whole Numbers and Decimals Student Page Games 2 Ongoing Learning & Practice 䉴 Playing Baseball Multiplication SMALL-GROUP ACTIVITY (Student Reference Book, pp. 276 and 277; Math Masters, p. 444) Baseball Multiplication (Advanced Version) Materials 䊐 1 Baseball Multiplication (Advanced) game mat (Math Masters, p. 444) 䊐 1 twelve-sided die 䊐 4 counters Players 2 teams of one or more players each Skill Multiplication facts through 12s Object of the game To score more runs in a 3-inning game. Directions Children play Baseball Multiplication (Advanced Version). See pages 276 and 277 of the Student Reference Book or Lesson 4-7 for game directions. Members of one team take turns “pitching.” They roll the die twice to get 2 factors. Players on the “batting” team take turns multiplying the 2 factors and giving the product. When a correct product is given, the batter checks the Scoring Chart on the game mat. The rest of the game is the same as a regular game of Baseball Multiplication. 䉴 Math Boxes 5 1 INDEPENDENT ACTIVITY 䉬 (Math Journal 1, p. 103) Mixed Practice Math Boxes in this lesson are paired with Math Boxes in Lesson 5-3. The skill in Problem 6 previews Unit 6 content. 䉴 Home Link 5 1 You can make the Advanced Version of this game a bit easier with this rule: If the die comes up as “11” or “12” on a roll, pretend that the die came up as “10.” Student Reference Book, p. 276 INDEPENDENT ACTIVITY 䉬 (Math Masters, p. 120) Home Connection Children solve Frames-and-Arrows problems involving place value. Student Page Date LESSON 5 1 䉬 1. Home Link Master Time Name HOME LINK Math Boxes 51 䉬 If a map scale shows that 1 inch represents 200 miles, then 2. 400 miles 3 inches represent 600 miles 5 inches represent 1,000 miles 2 inches represent Put these numbers in order from smallest to largest. 54,752 54,329 54,999 54,832 1 inch Family Note 54,329 54,752 54,832 54,999 Date Time Frames and Arrows Have your child read and solve the three Frames-and-Arrows problems. Review the rule that is being used in each puzzle. Ask your child to look for patterns in the frames. For example, which digit changes when adding or subtracting 10? (tens digit and hundreds digit change when moving from the 8,800s to the 8,900s) 100? (hundreds digit and thousands digit change when moving from the 8,000s to the 9,000s) 1,000? (thousands digit and ten-thousands digit change when moving from the 9,000s to the 10,000s) Please return this Home Link to school tomorrow. Solve each Frames-and-Arrows problem. 1. 0 3. 182 200 miles Number of cookies in packages: 18 4. 19 Rule Solve. Unit Add 10 20, 24, 28, 30, 28, 26, 19, 24, 27 Put the data in order. Then find the median. Fill in the circle for the best answer. A 26 cookies B C 30 cookies D 1 cookie 40,000 400,000 25 cookies 800,000 400,000 30,000 40,000 70,000 300,000 400,000 6. JANUARY Su M Tu W Th F Sa 8,889 8,899 8,909 8,919 8,929 8,789 8,889 8,989 9,089 9,189 9,289 7,889 8,889 9,889 10,889 11,889 12,889 80,000 40,000 700,000 2. Rule Add 100 80 5. 8,879 Use your template. Trace two different polygons. 3. Sample answer: Rule 15 16 17 18 19 20 21 Add 1,000 31 January 17th is a Tuesday. What is the date on the following Tuesday? January 24th 176 177 Math Journal 1, p. 103 102–105 Math Masters, p. 120 Lesson 5 1 䉬 321 Teaching Master Name LESSON 51 䉬 Date Time 3 Differentiation Options Place Value with Base-10 Blocks Record each number. Then record how many of each block you used and how much those blocks are worth. My number is . READINESS I used big cube(s) , which is worth I used flat(s) I used long(s) , which is worth I used cube(s) , which is worth . , which is worth . 䉴 Reviewing Place-Value Concepts SMALL-GROUP ACTIVITY 5–15 Min (Math Masters, p. 122) My number is . . . I used big cube(s) , which is worth I used flat(s) I used long(s) , which is worth . , which is worth . To provide experience with place value, have children build numbers with base-10 blocks, placing them under index cards labeled thousands, hundreds, tens, and ones. (See Advance Preparation) Children will record the number of each block they used on Math Masters, page 122. Suggestions: 357; 604; 1,251; 1,507. . ENRICHMENT I used cube(s) , which is worth 䉴 Exploring Patterns on a . PARTNER ACTIVITY 15–30 Min 100-Number Grid Math Masters, p. 122 (Math Masters, p. 121) To further explore patterns on a number grid, have children use a calculator and Math Masters, page 121. Have children report the strategies they used to find the digit counts without necessarily having to count each. NOTE Remind children to continue to record the sunrise, sunset, and length of day for your location on journal page 27 and the national high and low temperatures on journal page 44. Teaching Master Name LESSON 51 䉬 Date Time Patterns on a 100-Number Grid 1 11 21 31 41 51 61 71 81 91 2 12 22 32 42 52 62 72 82 92 3 13 23 33 43 53 63 73 83 93 4 14 24 34 44 54 64 74 84 94 5 15 25 35 45 55 65 75 85 95 6 16 26 36 46 56 66 76 86 96 7 17 27 37 47 57 67 77 87 97 8 18 28 38 48 58 68 78 88 98 0 9 10 19 20 29 30 39 40 49 50 59 60 69 70 79 80 89 90 99 100 1. Which digit is used the greatest number of times on the 100-number grid? 1 is used 21 times. 2. Which digit is used the least number of times on the 100-number grid? 0 is used 12 times. 3. Is the digit 6 used more times in the ones place or in the tens place? It is used 10 times in each place. 4. Use a calculator. Find the sum of two or three rows of the 100-number grid. How much more is the sum of the numbers in a row than the sum of the numbers in the row above it? Why? 100 more. Each number below is 10 more than the number above and there are 10 numbers in each row; 10 10 100. 5. On the back of this sheet, describe the strategies you used to answer Questions 1, 2, and 3. Try to find ways to answer the questions so that you do not need to count each digit. Sample answer: Each digit 1–9 is used ten times in the tens place and ten times in the ones place. 0 is used only in the ones place (except in 100). Math Masters, p. 121 322 Unit 5 Place Value in Whole Numbers and Decimals