Page 24 - NUMINO TG_3A

01About 1,000 Unit

b.

1,000 1,000 100 100 100 100 100 1b. Have students solve picture problems
without using model blocks.
10 10 10 How many thousands are there? Two.
10 10 10 How many hundreds are there? Five.
How many tens are there? Six.
Digit Thousands Hundreds Tens Ones How many ones are there? Nine.
Value Let’s read the number after adding them
2 5 6 9 all up. Two thousand, five hundred sixty-nine.
Let’s write it in standard form. 2,569.
2,000 500 60 9
1c. Have students count the numbers that
Standard form 2,569 are spread out, Have them complete the
chart and fill in the blanks.
Expanded form 2,000 + 500 + 60 + 9
3. Check Point
Word form two thousand, five hundred sixty-nine
Remind students about how to read and write
c. 4-digit numbers. Ask them to read the digit in
each place value except for 0.
10 10 10 1 1,000 100 Example: 3,015
1,000 1 100 10 “Three thousand zero fifteen.” (X)
1 1,000 “Three thousand fifteen.” (O)

1,000 1,000 10 10 100 10
1
1

Digit Thousands Hundreds Tens Ones
Value
5 3 7 5

5,000 300 70 5

Standard form 5,375

Expanded form 5,000 + 300 + 70 + 5

Word form five thousand, three hundred seventy-five
1. About 1,000 5

Reading 4-Digit Numbers It is easier to read a number with a comma in
When reading a 4-digit number, read the number between the thousands and hundreds because the
before the comma separately from the number after place values can be easily distinguished. Remind
the comma. Read the number on the left of the the students to use a comma after the thousands.
comma as a 4-digit number and the number on the
right of the comma as a 3-digit number. 3A Unit 01 007

3,761

Three thousand seventy hundred sixty-one.

A digit in the thousands.