Class Introduction30 min
Tell the story:
Margo needed two hundred three craft sticks to build herproject. She asked her friends Jason and Monica to write downthe number so she wouldn’t forget it.Jason wrote: 203Monica wrote: 2003
• Ask students,
Which number is correct? Why?
Discuss students’ responses.• Explain that some larger numbers can be trickyto read and to write.• Write the following numbers on the board:24 42 204 240 2,040 2,400 2,004• Ask,
What do you notice about all of these numbers?
(They all havethe same digits: 2, 4, 0.)
Why do some numbers have zerosin them?
Have volunteers name numbers as best they can. Besure to identify strategies students use for naminglarge numbers by asking them why they used aparticular number name.
Students will likely bring up the idea of place value.For example, when distinguishing between 204 and240, they may explain that the 4 is in the ones placein 204 and in the tens place in 240.• Focus on the ones and tens places and useblocks and place mats to model 24 and 42. Itshould be obvious to students that 42 is largerthan 24 even though both numbers have thesame digits.• Next, have volunteers build 204 and 240. Onceagain, note the placement of the 4 to indicate 4tens in one and 4 ones in the other.• Next, build and discuss the 4-digit numbers.If there are not enough full blocks-of-1000 tomodel the numbers, show one full thousandblock and then use empty large holders torepresent the additional thousands. Remindstudents that 2,004 is read, “two thousandfour” (no
). Also, discuss the comma inthe 4-digit numbers. Explain that it separatesthe thousands period from the ones period(hundreds, tens, and ones).• Help students organize digits on a place valuechart.
(See ﬁgure on next page.)
Read Larger Numbers
TenThousands Thousands Hundreds Tens Ones