s e s s i o n 3 . 6 A Larger Place Valuescranstonmath.weebly.com/uploads/5/4/8/3/5483566/inv_snap_in_gr4_5... · s e s s i o n 3 . 6 A ... Hundred thousands Ten thousands ... Tens?

s e s s i o n 3 . 6 A

Today’s Plan MaterialsDiscussion

Place Value to 1,000,00015 Min GrouPs

•Chartpaper(Preparetheplace-valuechartpicturedonthenextpage.)

AcTiviTy

Expanded Form 20 Min clAss •Student Activity Book,p.51Aor

c21, Place value to 1,000,000 Makecopies.(asneeded)

•Place-valuechart(fromdiscussion)

AcTiviTy

Rounding Large Numbers 25 Min PAirs

•Student Activity Book,p.51Borc22, rounding large numbers Makecopies.(asneeded)

•10,000chart(fromSession3.1)

session Follow-uP

Daily Practice •Student Activity Book,p.51Corc23, concert Tickets Makecopies.(asneeded)

•Student Math Handbook,pp.6–7

Larger Place ValuesMath Focus Points

Understanding place-value concepts to 1,000,000

Using >, =, and < to compare numbers to 1,000,000

Writing numbers to 1,000,000 in expanded form

Rounding numbers to 1,000,000

Ten-Minute MathPracticing Place Value Say “five thousand two hundred eleven” and have students practice writing the number. Make sure all students can read, write, and say this number correctly. Have students write 5,211 in expanded form. Ask students to solve these problems mentally, if possible:• What is 5,211 + 30? 5,211 + 300? 5,211 – 10?

5,211 – 100? 5,211 – 1,000?Write each answer on the board. Have students compare each sum or difference to 5,211. Ask students: • Which places have the same digits? Which do not? Why?If time permits, pose additional similar problems using these numbers: 2,174 and 6,831.

session 3.6A larger Place values cc35

INV12_TE04_U05_S3.6A.indd 35 6/3/11 1:39 PM

1 Discussion 2 Activity 3 Activity 4 Session Follow-Up

Differentiation1 EnglishLanguageLearners Some

students might come from a country in which periods, not commas, are used to separate groups of three digits in large numbers. In these countries, commas are used in decimals instead of periods.

D i S c U S S i o n

Place Value to 1,000,000GroUpS15 Min

Math Focus points for Discussion Understandingplace-valueconceptsthrough1,000,000

On the board, write 566,141.

Recently this number was the population of Portland, Oregon. Does anyone know how to read such a large number? Talk it over in your groups.

Give students a chance to consider the number and share their ideas. Then display the place-value chart you prepared for this session.

Millions Hundredthousands

Tenthousands Thousands Hundreds Tens Ones

A place-value chart can help you understand and read large numbers. This number is read “five hundred sixty-six thousand, one hundred forty-one.” In large numbers, commas are used to separate the digits into groups of three, starting at the right. 1

Two of the digits in this number are 6s. Do both 6s have the same value?

Students might say:

“The 6 in the ten thousands place means 60,000, but the 6 in the thousands place means only 6,000.”

“The same digit in different places can never stand for the same amount. The value of the digit on the left is always 10 times the value of the digit on the right.”

cc36 inveStiGAtion 3 Working with numbers to 10,000

INV12_TE04_U05_S3.6A.indd 36 6/3/11 1:42 PM

© P

ears

on E

duca

tion

4

DateNameLandmarks and Large Numbers

51ASession 3.6A Unit 5

Place Value to 1,000,000Use the place-value chart to help you complete the problems.

MillionsHundred

thousandsTen

thousands Thousands Hundreds Tens Ones

In Problems 1–4, write each number in expanded form.

1. 38,956

2. 7,104

3. 648,713

4. 305,501

5. Do all 6-digit numbers have 6 addends in their expanded form? Explain.

6. In the number at the right, circle the 4 that has 10 times the value 4 4 4 , 4 4 4of the underlined 4.

In Problems 7 and 8, write <, >, or =.

7. 42,551 40,725 8. 712,726 1,000,000

INV12_SE04_U5.indd 1 5/4/11 1:54 PM


Write 560,332 in the place-value chart.

Recently the population of Oklahoma City, Oklahoma, was five hundred sixty thousand, three hundred thirty-two. Is its population greater than or less than the population of Portland? How can the place-value chart help you figure this out?

Students might say:“Portland is bigger. I could tell from the chart that both populations have the same number of hundred thousands and ten thousands. But Portland has more thousands.”

Ask a volunteer to write a comparison statement about the two populations using the < or > symbol.

Save the place-value chart for use during the next activity.

A c t i v i t y

Expanded FormclASS20 Min

Direct the class’ attention to the place-value chart.

Let’s look at the first number, 566,141. How many hundred thousands are in this number? How many ten thousands? Thousands? Hundreds? Tens? Ones? We can show this using expanded form.

Write the expanded form for 566,141.

566,141 =500,000 + 60,000 + 6,000 + 100 + 40 + 1

Ask students to write the expanded form for the second number in the chart, 560,332. Then have students complete Student Activity Book page 51A or C21.

▲ Student Activity Book, Unit 5, p. 51A;Resource Masters, c21

Session 3.6A larger Place values cc37

INV12_TE04_U05_S3.6A.indd 37 6/3/11 1:44 PM


OngOing ASSeSSment: Obser ving Student s at Work

Students write the expanded form of a large number.

• Dostudentswritethecorrectvalueforeachdigit?

• Dostudents“skip”anaddendwhenthedigitis0?

DiFFerentiAtiOn: Suppor ting the range of Lear ner s

Some students may lose track of which digit has which value. Provide these students with additional place-value charts so they can record each number before they write its expanded form.

A c t i v i t y

Rounding Large NumbersPAirS25 min

Review rounding numbers to the nearest ten and the nearest hundred. Then write 6,271 on the board.

How would you round this number to the nearest thousand? Talk with your partner and then explain your reasoning.

Students might say:“It rounds to 6,000. We pictured where the number would go on the 10,000 chart and we figured it’s closer to 6,000 than to 7,000.”

Next, write 258,914 on the board.

How would you round this number to the nearest ten thousand? It’s too big for the 10,000 chart. Can you and your partner figure out a way to round any large number, even if it doesn’t fit on the 10,000 chart?

Students might say:“It rounds to 260,000. Check the digit to the right of where you’re rounding. It’s an 8, so that means the number is closer to 260,000 than to 250,000.”

cc38 inveStigAtiOn 3 Working with numbers to 10,000

INV12_TE04_U05_S3.6A.indd 38 5/4/11 12:30 PM

© P

ears

on E

duca

tion

4


51B

Rounding Large NumbersIn Problems 1 and 2, round each number to the nearest thousand.

1. 2,716 2. 8,325

In Problems 3 and 4, round each number to the nearest ten thousand.

3. 781,407 4. 97,300

In Problems 5 and 6, round each number to the nearest hundred thousand.

5. 570,003 6. 116,325

7. Round each population to the nearest ten thousand.

City Population Nearest Ten Thousand

Austin, TX 786,382

Cleveland, OH 431,363

Oakland, CA 409,184

8. Suppose a number is rounded to the nearest hundred thousand.

What is a number less than 700,000 that rounds to 700,000?

What is a number greater than 700,000 that rounds to 700,000?

Unit 5 Session 3.6A

INV12_SE04_U5.indd 2 6/2/11 4:08 PM

© P

ears

on E

duca

tion

4

DateNameLandmarks and Large Numbers Daily Practice

51CSession 3.6A Unit 5

Concert TicketsUse the data about the number of concert tickets sold.

Holiday Rock Concert 413,125 tickets

Summer Jazz Concert 418,832 tickets

1. Write the number of tickets sold in expanded form.

Holiday Rock Concert:

Summer Jazz Concert:

2. Round the number of tickets sold to the nearest ten thousand.



3. Round the number of tickets sold to the nearest hundred thousand.



4. Compare the number of tickets sold. Write <, >, or =.

413,125 418,832

note Students use place-value understanding to write numbers in expanded form, round numbers, and compare numbers through 1,000,000.

INV12_SE04_U5.indd 3 5/4/11 1:54 PM

▲ Student Activity Book, Unit 5, p. 51C;Resource Masters, C23

▲ Student Activity Book, Unit 5, p. 51B;Resource Masters, C22


Ask students to round 96,225 to the nearest ten thousand. In this problem they should notice that when they round the 9 up to the next ten thousand, the result is 100,000. Have students complete Student Activity Book page 51B or C22.

S e S S i o n F o l l o w - U p

Daily Practice DailyPractice: For reinforcement of this unit’s content,

have students complete Student Activity Book page 51C or C23.

StudentMathHandbook: Students and families may use Student Math Handbook pages 6 and 7 for reference and review. See pages 203–206 in the back of Unit 5.

Session 3.6A larger place Values CC39

INV12_TE04_U05_S3.6A.indd 39 6/3/11 1:46 PM

C21 Copyright (c) Pearson Education, Inc., or its affiliates. All Rights Reserved. 4Unit 5 Session 3.6A


Place Value to 1,000,000Use the place-value chart to help you complete the problems.

MillionsHundred

thousandsTen

thousands Thousands Hundreds Tens Ones

In Problems 1–4, write each number in expanded form.

1. 38,956

2. 7,104

3. 648,713

4. 305,501

5. Do all 6-digit numbers have 6 addends in their expanded form? Explain.

6. In the number at the right, circle the 4 that has 10 times the value 4 4 4 , 4 4 4of the underlined 4.

In Problems 7 and 8, write ,, ., or 5.

7. 42,551 40,725 8. 712,726 1,000,000

INV12_BLM04_U5.indd 21 6/23/11 3:56 PM



Rounding Large NumbersIn Problems 1 and 2, round each number to the nearest thousand.

1. 2,716 2. 8,325

In Problems 3 and 4, round each number to the nearest ten thousand.

3. 781,407 4. 97,300

In Problems 5 and 6, round each number to the nearest hundred thousand.

5. 570,003 6. 116,325

7. Round each population to the nearest ten thousand.

City Population NearestTenThousand

Austin, TX 786,382

Cleveland, OH 431,363

Oakland, CA 409,184

8. Suppose a number is rounded to the nearest hundred thousand.

What is a number less than 700,000 that rounds to 700,000?

What is a number greater than 700,000 that rounds to 700,000?

INV12_BLM04_U5.indd 22 6/17/11 11:02 AM



notE Students use place-value understanding to write numbers in expanded form, round numbers, and compare numbers through 1,000,000.

Concert TicketsUse the data about the number of concert tickets sold.

Holiday Rock Concert 413,125 tickets

Summer Jazz Concert 418,832 tickets

1. Write the number of tickets sold in expanded form.



2. Round the number of tickets sold to the nearest ten thousand.



3. Round the number of tickets sold to the nearest hundred thousand.



4. Compare the number of tickets sold. Write <, >, or =.

413,125 418,832

Daily Practice

INV12_BLM04_U5.indd 23 6/22/11 6:09 PM

Documents

s e s s i o n 3 . 6 A Larger Place Valuescranstonmath.weebly.com/uploads/5/4/8/3/5483566/inv_snap_in_gr4_5... · s e s s i o n 3 . 6 A ... Hundred thousands Ten thousands ... Tens?