Multiples of 10,000 and 100,000
The purpose of this lesson is for students to reason about the position of numbers relative to their multiples of 1,000, 10,000, and 100,000.
Prior to this point, students have learned to compare and order large numbers. They have also read, written, and decomposed numbers in terms of place value. In this lesson, students look at the relationship between multi-digit numbers and multiples of 1,000, 10,000, and 100,000. Number lines are the central representation of this lesson. They allow students to reason visually before they transition to reasoning numerically when they round numbers in future lessons.
- Identify the closest multiples of 1,000, 10,000, and 100,000 to a given whole number.
- Let’s explore multiples of 1,000, 10,000, and 100,000 and how other numbers relate to them.
Materials to Gather
Materials to Copy
- On Which Line Do They Belong? (0-700,000 number line)
- Create number lines from the blackline master and post them around the room before the activity.
|Activity 1||20 min|
|Activity 2||15 min|
|Lesson Synthesis||10 min|
Teacher Reflection Questions
Who participated in math class today? What assumptions are you making about those who did not participate? How can you leverage each of your student’s ideas to support them in being seen and heard in tomorrow’s math class?
- Greatest of Them All (1–5), Stage 3: Multi-digit Numbers (Addressing)
- Tic Tac Round (3–5), Stage 1: Nearest Ten or Hundred (Supporting)
Print Formatted Materials
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|Student Task Statements||docx|
|Lesson Cover Page||docx|
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|Teacher Guide||Log In|
|Teacher Presentation Materials||docx|