Read numbers to at least 100,000

Summary: Watch the video. This video tells the story of how to read large numbers. �There is a story that is told of a few families that moved onto a street that will help students remember the different place value group/house/column in a place value chart, where commas are found and how to read larger numbers.�

Guiding questions: Start with two-digit numbers and then move on to three-digit numbers before working with four, five or six-digit numbers. What do we say when we see the comma? When do we need to use a family�s last name (eg. thousand)? When might you need to use the word �and�? What patterns do you notice when reading two-digit numbers? Three-digit numbers? Four-digit numbers? Five-digit numbers? Six-digit numbers? What happens if we add another 3 places?

Summary: Students write 6-digit (or greater) numbers in each square on their grid. Each grid must be a different number. The educator reads out a number and students cross it out if they have it. The educator must keep a list of the numbers called out to cross-check with the winner! The first student to complete their board is the winner. This game can be shortened by modifying it to the first to get three in a row wins. Have a visual place value chart to refer to.

Guiding questions: What strategies helped you to record the number? How did you know when to record a comma? How did you know when to record a zero?

Summary: Players roll their dice at the same time and race to make the biggest number. Encourage students to group their dice in place value families (groups of 3). Go around the circle so that all players read their number aloud. The person with the highest number receives 1 point. First player to 5 wins.�

Guiding questions: How did grouping numbers help you to read them? If you could put in a comma, where would you put it? How would this help you to read the number? When did you know to say �thousand�?

Summary: Students write a number with 6-digits or more and then refer to the website to work out the place value house that this number belongs to eg. millions, billions or decillions. Focus on counting the number of digits and the repeated patterns for each house (hundreds, tens and ones)

Guiding questions: Why do we group numbers in threes? How do you read the commas? (Refer to the place value street resource for additional support)

Summary: Teacher writes a place value chart at the top of the whiteboard  Th | H  | T | 0. Teacher chooses a 4 digit number and writes it down on a sticky note. Students read numbers out to the teacher, and the teacher uses a tick if it’s in the correct column, a dot if it’s the correct number in the wrong column and a cross if it’s in the wrong column and a wrong number.

Guiding questions: How might you read that number? What digit is in the hundreds/thousands/tens/ones column?