Reading, Writing, and Ordering Numbers · 2011-07-15 · Reading, Writing, and Ordering Numbers Objective To provide practice for reading, writing, comparing, and ordering numbers

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Lesson 5�2 323

Advance PreparationEach pair of children will need a Place-Value Mat, glued or taped together from Math Masters, pages 423 and 424.

Key Concepts and Skills• Read and write numbers up to 100,000.

[Number and Numeration Goal 1]

• Identify the places in numbers through

ten-thousands and the values of the digits

in those places.


• Compare and order whole numbers less

than 100,000.


• Distinguish between the maximum and

median numbers in a given data set.

[Data and Chance Goal 2]

Key ActivitiesChildren read, compare, and order numbers

up to 100,000. They also play Number Top-It.

Key Vocabularymaximum � median � > (is greater than) �

< (is less than)

MaterialsStudent Reference Book, pp. 218, 219,

302, and 303

Home Link 5�1

Math Masters, pp. 423 and 424

transparency of Math Masters, p. 422

(optional) � glue or tape � slate � 4 each of

number cards 0 –9 (from the Everything Math

Deck, if available) � half-sheet of paper �

chart paper and markers (optional)

Creating PictographsMath Journal 1, pp. 103A and 103B

Children represent data on

pictographs.

Math Boxes 5�2Math Journal 1, p. 104

Children practice and maintain skills

through Math Box problems.

Ongoing Assessment: Recognizing Student Achievement Use Math Boxes, Problem 2. [Data and Chance Goal 2]

Home Link 5�2Math Masters, p. 123

Children practice and maintain skills

through Home Link activities.

READINESS

Comparing and Ordering NumbersMath Masters, p. 125

Children use a number line to compare and

order numbers.

ENRICHMENTComparing 5-Digit NumbersMath Masters, p. 124

per partnership: 5 dice

Children compare 5-digit numbers, explain

their relationships, and estimate their

differences.

ELL SUPPORT

Building a Math Word BankDifferentiation Handbook, p. 132

Children add the terms median and

maximum to their Math Word Banks.

Teaching the Lesson Ongoing Learning & Practice Differentiation Options

Reading, Writing,and Ordering Numbers

Objective To provide practice for reading, writing, comparing,

and ordering numbers less than 100,000.

Oa

��

eToolkitePresentations Interactive Teacher’s

Lesson Guide

Algorithms Practice

EM FactsWorkshop Game™

AssessmentManagement

Family Letters

CurriculumFocal Points

Common Core State Standards

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324 Unit 5 Place Value in Whole Numbers and Decimals

Animal ClutchesAll of the animals shown lay eggs. A nest of eggs iscalled a clutch.

Most birds, reptiles, and amphibians lay eggs once ortwice a year. Insects may lay eggs daily during a certainseason of the year.

Data Bank

Green Turtleup to 1.5 meters long

median of 104 eggs, as many as 184 eggs

Ostrichmore than 2 meters tall

up to 15 eggs

Giant Toadup to 30 cm long

maximum of 35,000 eggs

Student Page

Student Reference Book, p. 218

Data Bank

Pythonup to 9 meters long

median of 29 eggs,as many as 100

Queen termiteless than 1 cm long

as many as 8,000 eggs perday for years

Agama lizardup to 25 cm long

up to 23 eggs

Mississippi alligatorup to 4.5 meters long

Student Page


1 Teaching the Lesson

� Math Message Follow-Up WHOLE-CLASSDISCUSSION

(Student Reference Book, pp. 218 and 219)

The Math Message problem asks for the names of the animals in the order of the most eggs they can have in a clutch. The order from the largest clutches to the smallest is giant toad, queen termite, green turtle, python, Mississippi alligator, agama lizard, ostrich.

Take a moment to review the terms maximum (highest value) and median (middle value), and help children distinguish between the maximum and the median numbers of eggs in a clutch.

Getting Started

Math MessageOpen your Student Reference Book to pages 218 and 219, Animal Clutches. On a half-sheet of paper, list the names of the animals in the order of the most eggs they can have in a clutch.

Home Link 5�1 Follow-Up As you go over the answers, ask the class to look for patterns.

• Which digit changes when adding or subtracting 10? The tens digit and the hundreds digit change when moving from the 8,800s to the 8,900s.

• 100? The hundreds digit and the thousands digit change when moving from the 8,000s to the 9,000s.

• 1,000? The thousands digit and the ten-thousands digit change when moving from the 9,000s to the 10,000s.

Mental Math and Reflexes Dictate numbers. Have children write the numbers on their slates. For each number, ask questions such as:

• Which digit is in the thousands place?

• What is the value of the digit x ?

• How many ten-thousands?

Suggestions:

5,674; 4,361; 6,035; 8,006

42,877; 35,091; 72,004

1,247,498; 3,957,204; 8,502,053

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Lesson 5�2 325

Adjusting the Activity

NOTE A hyphen is written with the multiples

of ten (twenty through ninety) to suggest that

words are attached; for example, twenty-three.

5 2 , 7 4 9

| | | | | |

5 2 , 9 7 4

Ten-Thousands Hundreds Tens OnesThousands

5-Digit Place-Value Chart

Name Date Time

Math Masters, p. 422

Teaching Aid Master

� Reviewing How to Read and WHOLE-CLASS ACTIVITY

Compare Numbers(Math Masters, p. 422)

The following activities prepare children to work with larger numbers in Lesson 5-3.

� Using either the board or the transparency of the place-value chart found on Math Masters, page 422, write any number with five or fewer digits. Ask a volunteer to read the number. Then repeat with several other numbers, but do not erase the numbers already written. Suggestions: 467; 435; 6,009; 6,090; 52,749; 52,974

To connect number words to their numerical representations, consider

having children make and display a number words chart. (See margin.) Children

can also make charts in other languages for display.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L

� Select two numbers from the list (such as 52,749 and 52,974), and ask which is greater. 52,974 How can children tell?

� One possible strategy is to write the two numbers, one under the other, so that same-place digits are aligned, and then to compare the values of aligned pairs of digits, starting with the first pair on the left. For example:

The ten-thousands digits are the same; their value is 50,000 each.

The thousands digits are the same; their value is 2,000 each.

The hundreds digits are not the same; 900 is greater than 700, so 52,974 is greater than 52,749.

� Write 52,974 > 52,749 on the board.

� Remind children of the meaning of > (is greater than), and ask them to read the number model aloud.

� Review the meaning of < (is less than). Ask children to write a second number model with the numbers 52,749 and 52,974 using <. 52,749 < 52,974

� Choose other pairs of numbers from the list. Have children compare the numbers and write number models using > or < on their slates.

� Finally, ask children to help you order the numbers listed on the board from least to greatest.

ELL



Adjusting the Activity

Games

The Place-Value Mat below shows the resultsfor one complete round of play with 4 players.

Here are the numbers listed from largest to smallest:

Doug 93,520 largest

Anju 76,634

John 48,621

Sara 47,204 smallest

Doug scores 1 point for this round. Anju scores 2 points.John scores 3 points. And Sara scores 4 points.

7-Digit Place-Value Mat

John

Doug

Sara

Anju

4

9

8

3

6

5

2

2

1

0

4 7 2 0 4

7 6 6 3 4

MillionsHundred

ThousandsTen

Thousands Thousands Hundreds Tens Ones

Student Page


Number Top-It (5-Digit Numbers)

Materials � number cards 0–9 (4 of each)� 1 7-Digit Place-Value Mat

(Math Masters, pp. 423 and 424)Players 2 or moreSkill Place value for whole numbersObject of the game To make the largest 5-digit numbers.Directions

1. Shuffle the cards. Place the deck number-side down on the table.

2. Each player uses 1 row of boxes on the Place-ValueMat. Do not use the Millions box or the Hundred-Thousands box.

3. In each round, players take turns turning over the topcard from the deck and placing it on any one of theirempty boxes. Each player takes 5 turns and places 5 cards on his or her row of the Place-Value Mat.

4. At the end of each round, players read their numbersaloud and compare them. The player with the largestnumber for the round scores 1 point; the player withthe next-largest number scores 2 points; and so on. Allcards are then removed from the Place-Value Mat andplaced in a discard pile before the next round begins.

5. Players play 5 rounds per game. When all of the cardsin the deck have been used, one player shuffles thediscarded cards to make a new deck to finish the game. The player with the smallest total number of points at the end of 5 rounds wins the game.

Games

Student Page


� Playing Number Top-It PARTNER ACTIVITY

(5-Digit Numbers)(Student Reference Book, pp. 302 and 303; Math Masters,

pp. 423 and 424)

Players use Place-Value Mats made from Math Masters, pages 423 and 424. (See Advance Preparation.) In the two-player version, players share a game mat. For more than two players, players need additional game mats. Model the game before children play on their own. The Place-Value Mats will be used throughout the unit.

Hundred- Ten-

Millions Thousands Thousands Thousands Hundreds Tens Ones

, ,

, ,

Place-Value Mat from Math Masters, pages 423 and 424

As appropriate, have children play a variation of Number Top-It:

� Play with fewer than 5 cards.

� Play with 7 cards. (This version is formally introduced in Lesson 5-3.)

� Play with more than 2 players to practice ordering sets of numbers.

A U D I T O R Y � K I N E S T H E T I C � T A C T I L E � V I S U A L


Lesson 5�2 327

Date Time

Creating PictographsLESSON

5 �2

The Monarch butterfly is one of the largest and most

recognized butterflies. It is found throughout the

United States. Each year Monarch butterflies migrate

south for the winter. Some travel over 2,000 miles.

In the spring these butterflies return north and lay

their eggs.

The Butterfly Tally Chart shows the number of

Monarch butterflies that Marta counted each day

during her walk to school.

Butterfly Tally Chart

Day Monday Tuesday Wednesday Thursday Friday

Number ////\ ////\ ////\ ////\ ////of /// ////\ //

Monarchs

Create a pictograph using the data in the tally chart and the key below.

Be sure to give the graph a title.

Title: _____________________________________________________

Monday

Tuesday

Wednesday

Thursday

Friday

KEY: X = 1 Monarch butterfly

XXXXX

XXXXX

XXXXX

XXXXX

XXXX

X XX

X XX

X X

X

X

Marta’s Butterfly CountSample answer:

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Math Journal 1, p. 103A

Student Page

Date Time

Creating Pictographs continuedLESSON

5 �2

The chart to the right shows the approximate average

annual snowfall, in inches, for the five largest U.S. cities

that receive at least 5 inches of snow per year.

Draw a picture symbol on the line next to “KEY” to show

5 inches of snow. Then draw a pictograph using the key

and the data in the chart.

Write a title for your pictograph.

New York

Title:

KEY: = 5 inches of snow

Chicago

Philadelphia

Detroit

Indianapolis

Average Snowfall in Inches

1. Look at the pictograph. How much more does it snow, on average, in

Chicago than in Indianapolis? 15 inches

2. Write a different question that can be answered from the pictograph.

Answers vary.

City

Average

Annual

Snowfall

New York 30 inches

Chicago 40 inches

Philadelphia 20 inches

Detroit 40 inches

Indianapolis 25 inches

Sample answer:

Sample answer:

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Math Journal 1, p. 103B

Student Page

2 Ongoing Learning & Practice

� Creating Pictographs PARTNER ACTIVITY

(Math Journal 1, pp. 103A and 103B)

To provide practice with representing data on graphs, ask children to share what they know about pictographs. Sample answers: A pictograph uses pictures or symbols to show numbers; a pictograph has a key that tells what each picture or symbol represents; sometimes the picture or symbol is worth more than one.

With the class, read the top of journal page 103A. Ask: What kind of data did Marta collect? Sample answer: Marta collected data on the number of butterflies she saw each day as she walked to school.

Have children work independently or with a partner to complete the pictograph. When most have finished the page, ask questions such as the following:

● What is the title of your pictograph? Sample answers: Monarch Butterflies; Marta’s Butterfly Count

● How many butterfly symbols did you draw for Wednesday? 10 Why? Sample answer: A butterfly symbol stands for 1 butterfly. Marta counted 10 Monarchs, so I drew 10 butterfly symbols.

● How many butterflies did Marta see during the week? 34 butterflies

After the class discussion, have partners work together to complete journal page 103B. Point out that each symbol in the key represents 5 inches of snow.

� Math Boxes 5�2 INDEPENDENTACTIVITY

(Math Journal 1, p. 104)

Mixed Practice Math Boxes in this lesson are paired with

Math Boxes in Lesson 5-4. The skill in Problem 6 previews Unit 6 content.

Ongoing Assessment: Math Boxes

Problem 2 �Recognizing Student Achievement

Use Math Boxes, Problem 2 to assess children’s progress toward finding the

maximum, minimum, and range of a data set. Children are making adequate

progress if they are able to complete Problem 2 correctly. Some children may be

able to find the median number of treats.

[Data and Chance Goal 2]

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LESSON

5�2

Name Date Time

Comparing and Ordering Numbers

For each problem put an X about where you think the

numbers will be on the number line. Then write the

number above the X.

1. Place these numbers on the number line: 73, 89, 99.



4. Place these numbers on the number line: 1,112; 1,138; 1,146.

9973 8970 75 80 85 90 95 100

12410890 95 100 105 110 115 120 125 130

97

449441420 425 430 435 440 445 450

428

1,1461,1381,110 1,115 1,120 1,125 1,130 1,135 1,140 1,145 1,150

1,112

> is greater than

< is less than

Try This

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Teaching Master

Date Time

2. Maximum number

of treats: 18

Minimum number

of treats: 6

Range of number

of treats: 12

52 53

259 260

Enter Change to How?

10 5 ÷ 2 3 15 × 5 6 60

×10

45 5 ÷ 9

3. Find the total value. Fill in the circle

for the best answer.

4 Á A $4.36

3 ‰ B $5.17

6 Í C $4.67

2 Â D $5.52

7 Î

4. Barry exercises every day. He

walked 11 laps on both Monday

and Thursday, 8 laps on Tuesday,

and 9 laps on Wednesday. How

many laps did he walk in all?

39 laps

(unit)

Total

Part Part Part

Total

Part

39

11 11 8 9

(unit)

6. Complete.

A triangle has 3 sides.

A rectangle has 4 sides.

A square has 4 sides.

5. There are 3 cars. 4 people are riding

in each car. How many people in all?

Number model:

3 × 4 = ?

Answer: 12 people

Math BoxesLESSON

5 �2

cars

people people per car in all

3 4 ?

1. Use multiplication or division to

complete these problems on your

calculator.�

79

256 257

106–109

Kenai Lola Jack0369

12151821

Num

ber o

f Tre

ats

Dogs

Dog TreatTotals

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Math Journal 1, p. 104

Student Page

Write < or >.

1. 906 960 2. 5,708 599

3. 31,859 31,958 4. 10,006 10,106

5. 48,936 4,971 6. 76,094 76,111

Use the digits 6, 8, 3, and 9.

7. Write the smallest possible number.

8. Write the largest possible number.

9. Write two numbers that are between the smallest and largest numbers.

10. Fill in the missing numbers.

Write these problems on the back of this page. Solve. Show your work.

11. 48 12. 86 13. 717 14. 236

+ 8 + 77 + 79 +248

py

gg

p

Name Date Time

Comparing NumbersHOME LINK

5�2

Review the meanings of the > and < relation symbols (see box below) before your child begins this page. When your child has completed the Home Link, ask him or her to read the numbers on the page to you.

The game Number Top-It gives children the opportunity to practice comparing 5-digit numbers. You may wish to play Number Top-It with your child. (See Student Reference Book, pages 302 and 303.)

Please return this Home Link to school tomorrow.

Family Note

<

<

<

50,100 53,10051,100 52,100

9,863

3,689

<

302 303

< means is

less than

> means is

greater than

Practice

>

>

Sample answer: 3,986; 6,839

56 163 796 484

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Home Link Master

� Home Link 5�2 INDEPENDENTACTIVITY

(Math Masters, p. 123)

Home Connection Children use < and > to compare pairs of numbers. They arrange digits and numbers from smallest to largest.

3 Differentiation Options

READINESS PARTNER ACTIVITY

� Comparing and Ordering 5–15 Min

Numbers(Math Masters, p. 125)

To provide experience with comparing numbers in a number-line context, have children locate numbers on a number line by comparing them to the numbers that are labeled. Children complete Math Masters, page 125.

When children have finished the page, review how they made decisions about where to place their numbers on the number lines and discuss strategies they used to compare numbers. Sample answer: First I look to see if both numbers have the same number of digits; if they do not, I can tell which one is bigger; if they do, I compare the digits in the biggest place to see which one is bigger. Have volunteers read their number sentences.

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Lesson 5�2 329

LESSON

5�2

Name Date Time

Comparing 5-Digit Numbers

Write your 3 numbers on the lines below.

1. Write a number that is greater than your largest number.

2. Write a number that falls between your two largest numbers.

3. Which of your numbers is closest to 50,000?

How do you know?

4. Which of your numbers is closest to 10,000?

How do you know?

5. Which 2 numbers are closest to each other?

How do you know?

6. Estimate the difference between your largest and smallest numbers.

What did you do to make your estimate?

Answers vary.


Teaching Master

ENRICHMENT PARTNER ACTIVITY

� Comparing 5-Digit Numbers 15–30 Min

(Math Masters, p. 124)

To apply children’s understanding of place-value, have them compare multidigit numbers, explain their relationships, and estimate their differences. Partners roll five dice and arrange the numbers in any order to generate a 5-digit number. They repeat this procedure to get three 5-digit numbers and record them on Math Masters, page 124. Then they answer questions about the numbers.

ELL SUPPORT SMALL-GROUP ACTIVITY

� Building a Math Word Bank 5–15 Min

(Differentiation Handbook, p. 132)

To provide language support for data landmarks, have children use the Word Bank template found on Differentiation Handbook, page 132. Ask children to write the terms median and maximum, draw a picture representing each term, and write other related words. See the Differentiation Handbook for more information.

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Reading, Writing, and Ordering Numbers · 2011-07-15 · Reading, Writing, and Ordering Numbers Objective To provide practice for reading, writing, comparing, and ordering numbers