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* *Reflection: Checks for Understanding
More than 1,000 - Section 2: Looking for Patterns

I wanted to assess student understanding of numbers above 999 today. I know that students often say numbers in the thousands, but we have never gone beyond that in a lesson. I especially wanted to introduce the repeating pattern of Ones, Tens, Hundreds. I used color coding and the letters O,T, H and then O,T,H with a th subscript to show the repetition.

For many students it was an AH HA moment today when they saw the repeating pattern. They kept raising their hands and telling me how they saw the Ones in both, or the tens in both, or how there were hundreds in two places.

I asked at this point if they thought it might continue? They were curious but not all sure. I wrote O, T, H with a million subscript. I read a number 256,874,139 aloud to them showing how I read each part by itself (two hundred fifty six) and then at the comma said million, eight hundred seventy four and then pointed to the comma and said thousand, one hundred thirty nine (and here I said we could say ones, but we assume it instead).

The students wanted to try to read larger numbers themselves. They also wanted to go further. "Would it work in the trillions? the billions?"

They had discovered the structure of how we name numbers wanted to see if they could generalize it to larger place values (MP7). It was the act of discovery, the AH HA moment, that made the learning valuable today.

*Ah Ha Moment*

*Checks for Understanding: Ah Ha Moment*

# More than 1,000

Lesson 2 of 5

## Objective: SWBAT recognize patterns in numbers above 1,000

#### Warm Up

*10 min*

I want to do a formative assessment on the students' ability to write numbers from 100 to 999. I give each child a piece of paper and I ask them to write the numbers I say. I will also say several numbers in the thousands because I want to see what students understand of the numbers above 1,000.

I know that the CCSS only require that students go to 1,000, but I want to assess if students know the numbers beyond 1,000 so I can decide how to extend their thinking and understanding.

I say the following numbers: 387; 908; 147; 317; 680; 1,342; 3,567; 5,000; 23,568. I circulate around the room to watch how students are doing with the number writing.

After students have written the numbers, I ask for volunteers to come up and write the numbers on the board. I allow each child to check their own work. I ask them to correct their work in marker, so they can write the correct number, yet I will also be able to see what they changed. I collect the papers at the end to inform upcoming instruction.

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#### Looking for Patterns

*20 min*

In this section I give each student a sheet with numbers over 1,000. I tell them that we will be looking at the names of the places and then we will make place value mountains for each number.

I demonstrate first by writing the number 24,586 on the board. I ask what digit is in the ones place? I color it red. I ask what digit is in the tens place. I color it green. I ask digit place is in the hundreds place and I color it blue. Above the digits I write in the respective colors O (ones) T (tens) H (hundreds). Now I ask what digit is in the ONE thousands place. I color it red like the ones place and write Oth(one thousands). I ask what digit is in the ten thousands place. I color it green like the ten's place. I write T th (ten thousands). I ask students if they notice anything about the numbers I have colored? (the places repeat - one ten hundred, one thousand, ten thousand.)

I do the same thing with a second number 42,397.

Now I ask students to color code the numbers on their papers. Digits in the ones and one thousands should be colored in red colored pencil. Digits in the tens and ten thousands should be colored in green colored pencil and digits in the hundreds place should be colored blue.

Now I ask students if they can tell me the value of each digit they have colored. I point to each digit in the numbers I had on the board and they tell me the value.

I use the value to create a mountain showing the number in expanded form.

I ask students to now do the same with the numbers on their papers. I provide support as needed.

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#### Comparing Larger Numbers

*15 min*

I bring students to the circle and tell them that I will show them an extension of a game we have played in the past. They will draw 4 cards and create the largest number they can. Their partner will also draw 4 cards and create the largest number they can. They read their numbers to each other and then the largest number takes all 8 cards. The students continue to play until the entire deck is used up. Students then count their cards and the person with the most cards wins the game.

I demonstrate the game with a student. We play 2 rounds. I check to see if everyone understands the game. I partner students up to play the game together.

As they play, I circulate to observe students' understanding of place value and whether they are able to consistently construct numbers with the greatest value possible (greatest digit in the thousands place, next greatest in the hundreds place, etc). I also want to check how well the students read the numbers they create.

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#### Closing

*5 min*

I ask students to take out a piece of paper and write the number I say.

I say the number has a 5 in the ten thousands place, a 3 in the one thousands place, a 0 in the hundreds place, a 4 in the tens place and a 9 in the ones place. I ask them to read the number aloud together.

I give a second number for students to write.

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- UNIT 1: What and Where is Math?
- UNIT 2: Adding and Subtracting the Basics
- UNIT 3: Sensible Numbers
- UNIT 4: Sensible Numbers
- UNIT 5: Everything In Its Place
- UNIT 6: Everything in Its Place
- UNIT 7: Place Value
- UNIT 8: Numbers Have Patterns
- UNIT 9: Fractions
- UNIT 10: Money
- UNIT 11: The Numbers Are Getting Bigger
- UNIT 12: More Complex Numbers and Operations
- UNIT 13: Area, Perimeter and More Measurement
- UNIT 14: Length
- UNIT 15: Geometry
- UNIT 16: Getting Ready to Multiply
- UNIT 17: Getting Better at Addition and Subtraction
- UNIT 18: Strategies That Work