## Creating numbers from digits - Section 3: Closing

*Creating numbers from digits*

*Creating numbers from digits*

# Moving Into Thousands

Lesson 13 of 14

## Objective: SWBAT identify place value of numbers into the thousands.

#### Warm Up

*10 min*

Today I begin with asking students to write numbers in their math journals. I dictate the numbers 86, 247, 908, 510, 1,000 and 1,246.

After students have written the numbers in their journals, and I have circulated around the room observing who is having any difficulty with the process, I ask for volunteers to write the numbers on the board. Students check their own work. This way students are gaining ownership in their own work, and having a chance to see what they may not have done correctly.

It is common for second grade students to read a multi-digit number correctly, but struggle when they hear it to write it correctly. This is because these little concrete thinkers write exactly what they hear - for 1,313 they hear one thousand, and write 1,000, they hear three hundred, and write 300, and so on. The result...100030014.

Next I put the number 803 on the board. I ask students to copy it and circle the digit in the hundred's place. I ask for a volunteer to do the same on the board. *How did we know which digit to circle?*

Now I put the number 1,479 on the board and ask students again to circle the digit in the hundred's place. I ask a volunteer to do the same on the board.

*What was different in this number?* *How can I find the hundred's place in a larger number?* (It is always third from the end.. ones are smallest and always last in line, then I can work back from there through the tens to the hundreds.)* *

*What place does the digit 1 in the number represent?* (thousands). *How do we know that?* (It is after the hundreds.)

I tell students that today we will look more at the larger numbers.

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#### Teaching the Lesson

*30 min*

Today I set up three centers for students. They will spend about 10 minutes at each center. The centers can be adapted to meet the needs of the individual learners. I set the groups up as homogeneous groupings to allow for differentiation.

Center 1: One student draws four cards from a number deck (or a deck of cards with all face cards removed) and creates a four digit number. These cards are set on the center of the table. Each student in the group now uses base ten blocks to build the number that is presented. They compare their blocks to see if everyone has the same representation. This activity requires students to be precise in their reading and building of the number (MP6). If the representations are different, students work together to correct the amounts. Students take turns drawing the cards.To extend this center, students work in partners. They each draw 3 cards and build their own individual numbers. They then add their number of blocks together, writing the resulting answer on a recording sheet.

Center 2: Students work in partners. Each one draws four digit cards and makes a four digit number. Each one reads his/her number. Again, precision in reading the number is important here because students are trying to compare the numbers (MP6). The students lay the numbers down on the table and compare values using < > = symbols. This center can be adapted for those students who need the "alligator" to remind them, by using the alligator < > symbol. It can also be adjusted for students ready to create and read 5 digit numbers.

Center 3: Students play Number Squeeze number squeeze board.docxwith numbers between 800 and 1,100. The numbers are written on a game board. The first student picks a number from the board and writes it secretly on a piece of paper. The second student asks "is it bigger than" or "is it smaller than". The first student decides if it is bigger or smaller and covers the numbers that have just been ruled out. The second student continues to ask bigger than/smaller than questions until he/she guesses the number. This activity can be adapted by having students use the terms greater than, less than rather than bigger or smaller.

Students rotate through the 3 centers practicing with larger numbers.

In all of the activities, students have to reason quantitatively (is this more, less, or the same) and abstractly (when the same 4 numbers are placed in different place value locations, they represent differing amounts, we use a symbol to compare values) (MP2).

#### Resources

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#### Closing

*10 min*

I ask students to return to their seats and take out their math journals. I put the digits 2,3,7,9 on the board, in a random pattern and ask students to use all four digits to write the largest and smallest numbers they can make.

I have volunteers put their largest and smallest numbers on the board. We check for other options then discuss why these are our largest and smallest possible numbers.

#### Resources

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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

- LESSON 1: Getting Paid for our Work
- LESSON 2: Making Change
- LESSON 3: More Dimes and Dollars
- LESSON 4: It Is About TIme
- LESSON 5: Smiley Face Number Friends
- LESSON 6: Subtracting with Partners of 100
- LESSON 7: Making Change using Partners of One Hundred
- LESSON 8: Comparing Temperatures
- LESSON 9: Smoothing out subtraction
- LESSON 10: Missing Number Equations
- LESSON 11: Time and Money
- LESSON 12: Crossing Over 100
- LESSON 13: Moving Into Thousands
- LESSON 14: Unit 3 Assessment