Lesson 7
Numbers Within 100,000
Warmup: Choral Count: By 1,000 (10 minutes)
Narrative
Launch
 “Count by 1,000, starting at 3,400.”
 Record as students count.
 Stop counting and recording at 23,400.
Activity
 “What patterns do you see?”
 1–2 minutes: quiet think time
 Record responses.
Student Response
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Activity Synthesis
 “What parts of the numbers stay the same each time we count?” (The digits in the hundreds, tens, and one place remain the same each time.)
 “When will these digits change?” (The digit in the hundreds, tens, and ones place will never change because we are counting by 1,000 each time.)
Activity 1: Count and Write Numbers (20 minutes)
Narrative
In this activity, students approach 10,000 by counting up in different ways. Each count ends by reaching 10,000. Students count by different amounts and describe patterns and relationships between numbers. The activity is designed to highlight familiar counting patterns as a way to support naming and writing multidigit numbers. The final questions in the task ask students to consider the magnitude of each number in relation to 10,000.
When students count by large numbers and examine the counted numbers, they observe patterns in how the different digits in the numbers change (MP7).
Supports accessibility for: Conceptual Processing, VisualSpatial Processing, Attention
Launch
 Groups of 2
 “Read the directions for problem 1 and share your understanding of the directions with a partner.”
 “What questions do you have before we begin?”
Activity
 5 minutes: independent work time
 10 minutes: partner work time
 As students work,
 listen for how students say the numbers and support them in using place value understanding to say the numbers correctly.
 look for use of extra digits when writing numbers (for example, students write 90,500 instead of 9,500) and support students with making the revisions by having them say the numbers.
Student Facing
Record each count in the given spaces. The first number has been recorded for you.

Count by 1,000
5,000 , _____________, _____________, _____________, _____________, _____________

Count by 100
9,500 , _____________, _____________, _____________, _____________, _____________

Count by 10
9,950 , _____________, _____________, _____________, _____________, _____________

Count by 1
9,995, _____________, _____________, _____________, _____________, _____________

Complete each statement:

Tenthousand is 1 more than _____________.

Tenthousand is 1,000 more than _____________.

Tenthousand is 10 more than _____________.

Tenthousand is 100 more than _____________.

Student Response
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Advancing Student Thinking
If students interpret the part a of the last problem to mean “name a number that is 10,000 more than 1,” consider clarifying by asking: “The number 10 is 1 more than what number?” and “The number 100 is 1 more than what number?” Then, restate the sentence in part a: “Tenthousand is 1 more than what number?”
Activity Synthesis
 “How is counting by 100 and 1,000 like counting by 1 and 10?” (When counting by thousands, only the thousands change. This is also the case when counting by ones, tens, and hundreds.)
 Have students share their answers for the last problem.
 Consider asking: “Who can restate what _____ shared?”
 If needed, discuss the placement of the comma in each number.
Activity 2: Many Thousands (15 minutes)
Narrative
In this activity, students work within 100,000 and determine how many thousands and tenthousands are in each number. When students use strategies that are based on place value they are looking for and making use of structure (MP7).
Advances: Representing, Speaking, Conversing
Launch
 Groups of 2
 “Read the directions for the first question silently.”
 Call on 2 different students to restate the directions in their own words.
Activity
 5 minutes: independent work time
 5 minutes: partner work time
Student Facing

Complete the table to show how many thousands are in each number. In the last row, write your own fivedigit number.
number number of thousands name in words \(\phantom{\text{number of }}\) \(\phantom{\text{tenthousands}}\) 10,000 10 ten thousand 20,000 90,000 11,000 27,000 98,000 
With your partner, name each number in words. (Leave the last column blank for now.)

In the top (header) row of the last column, write “number of tenthousands”. Complete the table to show how many tenthousands are in each number.

Here are four numbers:
20,500
51,300
82,050
5,970
 Which number has a 5 in the thousands place?
 Which number has a 5 in the tenthousands place?
Student Response
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Advancing Student Thinking
Activity Synthesis
 Read each of the numbers in the table chorally. For additional practice saying numbers, have students read the numbers in the last problem as well.
 Discuss students’ responses to the second and fourth columns.
 “How are the number of thousands related to the number of tenthousands?” (There are 10 groups of thousands in every tenthousand.)
 If needed, consider referring to the 10,000 chart created in the last lesson or using baseten blocks to clarify the relationship between the number of thousands and the number of tenthousands in each fivedigit number.
Lesson Synthesis
Lesson Synthesis
“Today we worked with numbers with tenthousands. We identified thousands and tenthousands in numbers.”
Write 68,100 for all students to see. Recite the number chorally to practice reading numbers.
“How can we tell the number of thousands in a number?” (We can count by 1,000 to the number, build or draw the number using thousands, or look at the digits in the thousands place of the number.)
“How do we determine the number of tenthousands in a number?” (We can count by 10,000 to the number, sketch a diagram to represent the number, or look at the digit in the tenthousands place.)
Cooldown: Count Tenthousands (5 minutes)
CoolDown
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