Numbers Within 100,000

10 min

Narrative

The purpose of this Choral Count is for students to count on by 1,000 from multiples of one hundred and notice patterns in the count. As students count, they may notice that the digit in the hundreds place does not change after each new number is said. This is important when considering the magnitude of the number and will support reasoning in the next section as students compare and order numbers. These understandings also help students develop fluency and will be helpful later in this lesson when students read and write numbers within 1,000,000. 

Launch

  • “Count by 1,000, starting at 3,400.”
  • Record as students count.
  • Stop counting and recording at 23,400.
Teacher Instructions
  • “What patterns do you see?”
  • 1–2 minutes: quiet think time
  • Record responses.

Sample Response

  • 3,400, 4,400, 5,400, 6,400, 7,400, 8,400, . . . , 22,400, 23,400

Synthesis

  • “What parts of the numbers stay the same each time we count?” (The digits in the hundreds, tens, and one place remain the same each time.)
  • “When will these digits change?” (The digit in the hundreds, tens, and ones place will never change because we are counting by 1,000 each time.)
Standards
Addressing
  • 4.NBT.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
  • 4.NBT.A.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using <span class="math">\(&gt;\)</span>, =, and <span class="math">\(&lt;\)</span> symbols to record the results of comparisons.

20 min

15 min