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Connections to Everyday Math Vol 2, Unit 10B
Connections to Everyday Math Vol 2, Unit 10B

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07/09/2013

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Everyday Math Connection
summary materials
DB-67
OBJECTIVES
:
To read and write the word names for 5-digitnumbersTo model and discuss the meaning of zeroas a place holder
Students model 2- and 3-digitnumbers, practice naming them andlearn the convention for naming 4-and 5-digit numbers.
Students play a game, the object of which is to read large number thatinclude the ten thousands.
For Class Introduction, student pairs need:
300 blocks and holders
1 place value mat with digit cards
For Group Activity, each student needs:
1
activity sheet
a sheet of digit squares, photocopiedbottom of the activity sheet
scissors
markers (chips, beans)
1 paper cup (optional)

In
Everyday Mathematics
Lesson 10.10, students write and read 5-digit numbers. In thislesson, they learn the convention of naming numbers and use Digi-Blocks to model themeaning of zero in any place.
Unit 10

Activity B
10
B
UNIT
Full Digi-Block  Activity

DB-68
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
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
and
). 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.)
Unit 10

Activity B

TenThousands Thousands Hundreds Tens Ones
0 420

DB-69
Have students cut out the digit squares.
Next, play a demonstration round of “Name YourNumber!” Divide the class into two teams and havea representative from each team act as Player A andPlayer B.Place the digit squares in a cup or face down ina pile.Both players draw 5 cards and turn them overto reveal the digits.They organize their 5 cards on the place valuetable to make a number that is on the gameboard. Players check each other by readingthe numbers aloud. Players who read correctlymark the corresponding space on their gameboards.If a number is read incorrectly, the playercannot mark the space. If the player cannotmake a number on the board from the digitsthat were drawn, the player skips a turn.Explain that play continues with each stuedntdrawing a new card on each turn until bothplayers have marked 4 numbers in a row in anydirection.
Explain that zeros must be placed in the hundreds,thousands, and ten thousands places in order tomake 2- and 3-digit numbers. Be sure to model thisduring the class game.
Group Activity 20 min
Have student pairs play at least one game of “NameYour Number!” Observe students as they are playingand note those who need additional help or an extrachallenge.
Make different versions of the game board, accordingto students’ abilities. Simply write larger/smallernumbers in the grid and adjust the place value table.
Closure10 min
Display the following ﬁve digits:
5 0 4 0 6

What are some possible numbers I could make with these digits?How do I read them?
Assessment
As students work, observe and note,do they:
Name 2-, 3-, 4-, and 5-digit numberscorrectly?
Understand the relationship betweenthe digits and their place value?
Recognize zero as a place holder?

Unit 10

Activity B