Lesson 7

Workshop: Large Numbers

Est. Class Sessions: 1–2

Developing the Lesson

Part 1: Introducing the Stadiums, Teams, and Cities Table

Begin the lesson with a class discussion of Question 1 on the Workshop: Large Numbers pages in the Student Guide. Question 1 asks for data about the number of students in the school and the populations of towns and cities that the students know. Discussing data about the number of seats in the school auditorium and a local stadium will help students make connections between the numbers they will use in the lesson. It provides an opportunity for students to practice reading large numbers and for you to assess their progress with this skill.

Display the numbers that you or your students have gathered about your community on the board. (See Before the Lesson for suggestions.) Figure 1 shows sample data.

Ask students to read the numbers out loud.

Then, ask questions similar to the following:

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  • Can you count the number of seats in the school auditorium? How long would it take you?
  • Have you been to a football or soccer game at the high school? Was the stadium full?
  • Could you accurately count the number of people in the stadium?
  • Have you been to a college football game [soccer game] or seen one on television?

Display the Stadiums, Teams, and Cities Table Master for the class. Have students turn to the table on the Workshop: Large Numbers page in the Student Guide. Ask them to answer Question 2. Students work with partners to find interesting facts that are in the table and report them to the class. Talk with groups as they discuss the table.

If they are hesitant to find something that interests them, ask:

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  • Have you been to any of these stadiums? Did you think about how many people were there?
  • Have you watched a game on TV that was played in any of the stadiums?
  • Are any of the cities about the same size as ours? Which ones? How many people live in that city?
  • Are any of the cities a lot larger or smaller than ours? Which ones?
  • Can all the people in our city fit into any of the stadiums? Which ones? How many seats are in that stadium?

Have students report their interesting facts to the rest of the class. Then, use Questions 3 and 4 to continue to familiarize students with the table and check to see that students can read and compare the large numbers in the table.

Question 5 reminds students that the population figures in the table are only estimates. The number of people in a city changes continuously as babies are born, people die, and families move in and out.

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Have students access the U.S. Population Clock provided by the U.S. Census Bureau.

(http://www.census.gov/population/www/popclockus.html).

The population clock gives the estimated population of the United States and updates it every minute based on the estimated rate of births, deaths, and immigration. This resource includes information about how these estimates are developed. Ask students to predict what the population clock will read when it changes the next time.

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Use the menu on the Moving Ahead with Large Numbers pages in the Student Activity Book to Self-Check the following Expectations:

E1.
Read and write large numbers (to the millions).
E2.
Compare and order large numbers (to the millions).
E3.
Represent large numbers (to the millions) using place value charts, number lines, and number sentences (e.g., 10,705 = 10,000 + 700 + 5.)
E6.
Round quantities to benchmark numbers.
E9.
Estimate sums and differences for large numbers.
Student Guide: 245 246
Answers
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SG_Mini
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SG_Mini
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Student Activity Book:
Master:
Sample data for a local community
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