Lesson 7

The purpose of this Choral Count is for students to count on by 1,000 from multiples of one hundred and notice patterns in the count. As students count, they may notice that the digit in the hundreds place does not change after each new number is said. This is important when considering the magnitude of the number and will support reasoning in the next section as students compare and order numbers. These understandings also help students develop fluency and will be helpful later in this lesson when students read and write numbers within 1,000,000. 

• “Contemos de 1,000 en 1,000, empezando en 3,400” // “Count by 1,000, starting at 3,400.”
• Record as students count.
• Stop counting and recording at 23,400.

• “¿Qué patrones ven?” // “What patterns do you see?”
• 1–2 minutes: quiet think time
• Record responses.

• “¿Qué partes de los números se mantienen iguales mientras contamos?” // “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.)
• “¿Cuándo van a cambiar esos dígitos?” // “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.)

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 multi-digit 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).

• Groups of 2
• “Lean las instrucciones del problema 1 y cuéntenle a un compañero qué entienden que hay que hacer” // “Read the directions for problem 1 and share your understanding of the directions with a partner.”
• “Antes de comenzar, ¿qué preguntas tienen?” // “What questions do you have before we begin?”

• 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.

• “¿En qué se parecen contar de 100 en 100 y de 1,000 en 1,000 a contar de 1 en 1 y de 10 en 10?” // “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: “¿Alguien puede expresar de otra forma lo que _____ compartió?” // “Who can restate what _____ shared?”
• If needed, discuss the placement of the comma in each number.

In this activity, students work within 100,000 and determine how many thousands and ten-thousands are in each number. When students use strategies that are based on place value they are looking for and making use of structure (MP7).

• Groups of 2
• “Lean en silencio las instrucciones de la primera pregunta” // “Read the directions for the first question silently.”
• Call on 2 different students to restate the directions in their own words.

• 5 minutes: independent work time
• 5 minutes: partner work time

If students identify 27,000 as having only 7 thousands instead of 27 thousands in the first problem, consider asking, “¿Cómo podríamos representar 27,000 usando solamente bloques de mil?” // “How would we represent 27,000 with only thousands blocks?” and “¿Esto les ayuda a pensar en el número de bloques de mil que podríamos usar para construir al 20,000?” // “Does this help you think about the number of thousand blocks we might use to build 20,000?” Students may also need to build or sketch representations to support this reasoning.

• 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.
• “¿Cómo se relaciona el número de unidades de mil con el número de unidades de diez mil?” // “How are the number of thousands related to the number of ten-thousands?” (There are 10 groups of thousands in every ten-thousand.)
• If needed, consider referring to the 10,000 chart created in the last lesson or using base-ten blocks to clarify the relationship between the number of thousands and the number of ten-thousands in each five-digit number.