Multiples of 10,000 and 100,000

10 min

Narrative

The purpose of this Choral Count is to familiarize students with multiples of 1,000, 10,000, and 100,000 and to notice patterns in the count. These understandings help students develop fluency and will be helpful later in this lesson when students locate large numbers on number lines and identify multiples of 10,000 and 100,000 that are near those numbers.

Launch

  • “Let’s count by some large numbers. We’ll do three rounds.”
  • Prepare to record three rounds of counting: by 1,000, 10,000, and 100,000. Record the count by 10,000 on a number line.
  • “Count by 1,000, starting at 85,000.”
  • Stop counting and recording at 115,000.
  • “Count by 10,000, starting at 80,000.”
  • Stop counting and recording at 230,000.
  • “Count by 100,000, starting at 0.”
  • Stop counting and recording at 400,000.
Teacher Instructions
  • “What patterns do you see?”
  • 1–2 minutes: quiet think time
  • Record responses.

Sample Response

  • By 1,000s:
    • 85,000, 86,000, . . . , 90,000
    • 91,000, 92,000, . . . , 100,000
    • 101,000, 102,000, . . . , 110,000
    • 111,000, 112,000, . . . ,115,000
  • By 10,000s:
    • 80,000, 90,000, 100,000
    • 110,000, 120,000, . . . , 200,000
    • 210,000, 220,000, 230,000
  • By 100,000s:
    • 0, 100,000, 200,000, . . . , 400,000
Students may notice:
  • Some numbers in one list also appear in the other two lists.
  • Multiples of 10,000 up to 110,000 are also multiples of 1,000.
  • 100,000 appears in all three lists.
Activity Synthesis (Teacher Notes)
  • “The first set of numbers shows ‘multiples of 1,000.’ The second set shows ‘multiples of 10,000,’ and the third set shows ‘multiples of 100,000’.”
  • “How do we know that 85,000 is a multiple of 1,000?” (85×1,000=85,00085 \times 1,000 = 85,000)
  • “How do we know that 90,000 is a multiple of 10,000?” (9×10,000=90,0009 \times 10,000 = 90,000)
  • “Can a multiple of 1,000 also be a multiple of 10,000? If you think so, show some examples.” (Yes, for example, 80,000 and 120,000 are multiples of 1,000 and 10,000. They show up on both lists.)
  • “Can a multiple of 10,000 also be a multiple of 100,000? Show examples.” (Yes, for example, 100,000 and 200,000)
  • “Can a multiple of 100,000 also be a multiple of 1,000? Show examples.” (Yes, for example, 100,000)
Standards
Addressing
  • 4.NBT.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
  • 4.NBT.A.2·Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using <span class="math">\(&gt;\)</span>, =, and <span class="math">\(&lt;\)</span> symbols to record the results of comparisons.
Building Toward
  • 4.NBT.3·Use place value understanding to round multi-digit whole numbers to any place.
  • 4.NBT.A.3·Use place value understanding to round multi-digit whole numbers to any place.

20 min

15 min