Students read and say multi-digit numbers aloud (for example, saying "six thousand four hundred eighty-two" when 6,482 is written) and identify the digit and its value in each place. Students write numbers in expanded form and expanded notation (for example, writing 3,871 as 3,000+800+70+1 and (3×1,000)+(8×100)+(7×10)+(1×1)). Students generate random four-digit numbers, complete worksheets about digit places and expanded forms, build four-digit numbers with cards, and create/order greatest and smallest numbers in activities.

The lesson explicitly lists the skill "Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form." Students practice writing and saying numbers in word form (dictation of five- and six-digit numbers), match numbers to expanded notation (Ten Thousands matching and expanded-form problems), and write numbers in expanded form on the Hundred Thousands activity. Students also use base-ten blocks and place-value mats to represent multi-digit numbers and to convert between ones, tens, hundreds, and thousands.

The Skills section explicitly lists reading and writing multi-digit whole numbers in base-ten numerals, number names, and expanded form. Students shuffle number cards, place digits in ones through millions, read numbers aloud (e.g., "Five million six hundred forty-seven thousand one hundred ninety-two"), and are asked to write numbers in expanded form and in word form with a provided example (2,000,000+900,000+40,000+6,000+300+1). Students also compare numbers by answering which is greatest/smallest and by identifying digits in specific places (questions and the Safe Crackers activity require using place-value clues to determine digits).

Students are asked to write numbers dictated in word form (e.g., one million three hundred sixty-six thousand four hundred thirty-two) as numerals on a place-value mat, showing practice converting number names to base-ten numerals. Students use the M&M activity to count by color into columns labeled Millions through Ones, construct the multi-digit numeral for each baggie, and decide which number is greater. Students read and interpret U.S. city population numerals, write a population in expanded form, write a population in word form, and place > or < between city populations to show comparisons.

Students are explicitly asked (in the Skills list) to read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Students write dictated numerals (3,489; 45,823; 595,456), underline digits to identify place value, and round numbers to various places, practicing place-value reasoning. Students create seven-digit numbers with specified digits, order lists from least to greatest, and identify the greatest and smallest numbers, practicing comparison of multi-digit numerals based on digit positions.

Students practice place value when they line up digits vertically to add and subtract and when they round numbers to the nearest 100 or 1,000 to estimate sums (e.g., 798+573 rounded to 800+600). Students determine whether a sum will be greater or less than 1,000 by rounding 637+748 to 600+700 and use place-value reasoning when carrying and borrowing (e.g., carrying the 1 to the thousands place and borrowing from a neighbor). Students are also asked to identify which of two randomly generated numbers is larger before subtracting (remind him that the larger number goes on top).

Students are asked to read multi-digit numbers aloud and state their number names and place-value facts (for example, reading 5,634 as "five thousand six hundred thirty-four" and identifying the 6 in the hundreds place). Students use place-value understanding to round numbers to the greatest place (examples: rounding 5,634 to 6,000; rounding problems on the Estimating Sums and Differences sheet). Students practice using > and < in estimation comparisons (problems that ask students to write > or < to make statements true using estimated sums/differences).

Students place digits on a laminated place-value mat to build the 7-digit number 6,974,312 and read it aloud as a number name. Clues on the Student Activity Page require students to identify and reason about digits in specific places (millions, hundred thousands, thousands, hundreds, tens, ones). The Number Detective and Are They There Yet? activities have students work with multi-digit numerals, rounding, and digit relationships.

Students are asked to write seven-digit numbers, read them aloud, identify digits in specific places, and write numbers in expanded form and word form (e.g., write 1,459,230 as 1,000,000+400,000+50,000+9,000+200+30 and one million four hundred fifty-nine thousand two hundred thirty). Activities and test items require students to identify the value represented by a digit (e.g., the hundreds place or the ten-thousands place) and to circle numbers with a given digit in a specific place. Multiple tasks ask students to compare pairs of multi-digit numbers using > or < and to order numbers from least to greatest, and the skills list explicitly names using >, =, and < to record comparisons.

Students are asked to read and write multi-digit whole numbers: the Skills list explicitly names "Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form." The Puzzle Requirements force students to create at least three clues for writing big numbers in expanded form and three clues for writing big numbers in word form, and all puzzle answers must be written in number (numeral) form. Directions for making clues include examples pairing numerals with their word forms (e.g., 69435 | sixty-nine thousand four hundred thirty-five) and instruct students to use place-value knowledge when creating clues.

Students work with multi-digit numerals throughout the lesson (examples: 4738, 46,309, 395,238, 816,265, and nine-digit challenges) and are instructed to line up places correctly and place commas in answers. Activities require students to compute sums that exceed one million and to use estimation to judge whether sums are greater or less than given benchmarks. Several student pages and tasks (Spinner Addition, Adding Five- and Six-Digit Numbers, Making One Million, Nine-Digit Addition Challenge) have students write numerals and perform place-value alignment and regrouping.

Students are instructed to write multi-digit numerals (e.g., 2229 and 4963), line up places correctly, and insert commas in answers for five- and six-digit subtraction problems. Students use estimation to compare a computed difference to benchmarks (e.g., ask whether the difference is greater than or less than 5000 and 2000). Activities require working with five- and six-digit numerals in subtraction ladders and problems, reinforcing place-value alignment in calculations.

Students are asked to place commas in multi-digit numbers (Basic Skills Review) and to round 345,299 to the greatest place, which requires recognizing place-value groupings. Students are also asked to identify what the 7 in 378,241 represents (70,000), and they perform operations with large numerals such as 684,527 − 43,792, indicating practice with multi-digit numerals and place value.

Students answer place-value questions in the Basic Skills Review (e.g., "What number does the 9 in 983,110 represent? (900,000)") and round multi-digit numbers to the greatest place (e.g., round 785,176 to 800,000). The lesson also has students work with multi-digit monetary numerals (e.g., $4092 + $3146) and is asked to label amounts with the dollar sign, reinforcing reading and using multi-digit numerals.

Students work with multi-digit numbers in the Number Riddles activity where they must use place-value clues (hundreds digit, thousands digit, tens digit) and rounding to identify numbers like 642, 237, and 6361. The riddles require students to interpret the meaning of specific digit places (e.g., "hundreds digit is a multiple of 2", "digits in thousands and tens places are the same"), so they practice reading digits and reasoning about their place values.

Students work with place-value decompositions such as the table showing rows like "3, 30, 300, 3000" and examples rewriting numbers as factors (e.g., 700 as 7 x 100 and 8 x 60 as 8 x 6 x 10). Students practice multiplying single-digit and multi-digit numbers by 10, 100, and 1000 and are asked to add zeros appropriately (e.g., 3 ones x 4 tens = 12 tens = (120)). Several activities have students rewrite and manipulate numbers by place value (Sal's steps, breaking 700 x 5 into 7 x 100 x 5 and then 35 x 100).

Students draw and interpret base-10 block representations (e.g., 3 squares, 5 rods, 6 dots = 356) and are asked to draw base-10 blocks for numbers such as 715, 392, and 560. Students decompose multi-digit factors into place-value parts (e.g., 26 as 20 + 6, 18 as 10 + 8) and write the partial-product addition sentences (e.g., 200 + 220 + 48 = 468) using area/array models. Students create arrays on laminated grids that align digits by place value when multiplying two-digit numbers.

Students break multi-digit factors into place-value parts and write them in expanded form (for example 64 = 60 + 4 and 72 = 70 + 2; 463 = 400 + 60 + 3). Students place those expanded-form components across the top and side of area-model rectangles and compute partial products, and they create and work with multi-digit numerals (e.g., 4-digit × 1-digit, 3-digit × 2-digit examples and problems like 563,820 for rounding). Students are instructed to write factors in expanded form and add partial products to produce whole-number products.

Students practice lining up digits by place value when writing problems in stacked form and use carrying and placeholders (a 0) to show tens and hundreds. Students are prompted to explain that a digit in the tens place represents ten times the ones (e.g., the 3 in the tens place represents 30) and to judge magnitude (e.g., decide whether a product is closer to 16 or 160). Multiple activities require students to apply place-value reasoning while performing multi-digit multiplication.

Students work with a multi-digit whole number (98,462) in the introduction, answering questions about digit count, which digit is in the thousands place, the value of digits (e.g., hundreds = 400, ten thousands = 90,000), rounding, and adding 1,000. Students complete expanded-form activities that decompose numbers into place-value components (examples: 562 as (5×100)+(6×10)+(2×1); 623.5 and 254.09 shown in expanded notation) and are given problems to write expanded forms for numbers such as 1723.15 and 52.67. Students also identify the value of digits in decimal and whole-number contexts (e.g., value of 2 in 254.58 = 200; matching decimals to verbal names like two-tenths).

Students compare multi-digit whole numbers and decimals using place-value reasoning (e.g., 125 vs. 235, 5.3 vs. 4.3, 0.5 vs. 0.42) and are prompted to look at the largest place first. Students use >, =, and < in multiple activities and answer keys (Comparing and Ordering Decimals, card-draw activity, and flowchart) to record comparisons. The flowchart and grid-model activities require students to compare digits in the ones, tenths, and hundredths places and to add trailing zeros to align places for comparison.

Students practice writing numbers in expanded form for decimal numbers (examples: 23.87 as 20 + 3 + 0.8 + 0.07; 14.08; 5.32; tasks listing 48.67 and 104.36 to be written in expanded form). Students compare numbers by place value: directions ask the student to "explain how to determine which number is greater by looking at the places on the left and then moving to the places on the right," and multiple items require writing >, <, or = for decimals and fraction/decimal pairs. Students order sequences of decimals and compare multi-digit decimals (including numbers greater than 1) using >, <, = symbols on several test and review items.

Students complete conversion charts and tables that require them to write and work with multi-digit whole numbers (for example, 5,280 ft = 1 mi; 10,560 ft = 2 mi; 40,000; 80,000) and fill blanks such as 12 in. | ___ ft and 5280 ft | ___ mi. Students order a set of index cards containing measures (1 mm, 10 mm, 10 cm, 1 m, 1000 cm, 100 m, 1000 m, 10 km) from shortest to longest, which requires comparing numeric measures. Matching and "fill-in" activities ask students to convert and record equivalent whole-number measures (e.g., 72 inches = 2 yards, 15 ft = ___ yd).

Students convert and write multi-digit numerals when completing conversion problems (e.g., 25 kilograms = 25,000 grams; 50,000 grams = 50 kilograms) and fill in tables showing values such as 20,000 pounds and 40,000 pounds. Students order and compare weights (e.g., the activity asking "Which is greater, 2 tons or 40,000 pounds?" and the task to write weights in order from lightest to heaviest), which requires them to determine which multi-digit quantities are larger. The flip-chart and conversion tables require students to produce and read larger base-ten numerals while converting between units.

Students convert mixed units into whole-number milliliters and write multi-digit numerals (e.g., 6 L 124 ml = 6124 ml; 3 L 800 ml = 3800 ml) on the metric worksheets. Students order capacities from least to greatest and solve comparison word problems (e.g., Marcie 16 cups vs. Francie 10 pints) to determine who drank more. Students fill conversion charts with values like 2000, 3500, 5500, and 25,000 ml, showing use of multi-digit base-ten numerals in context.

Students write the decimal 24.72 in expanded form (20 + 4 + 7/10 + 2/100) on the Basic Skills Review. Students complete comparison items using >, <, or = (for example, 0.74 > 5/10 and 0.33 > 3/10). A multi-digit whole number (5467) appears in a division problem, exposing students to multi-digit numerals in computation.

Students are asked to write >, <, or = for pairs of measurements on the Student Activity Page and in Activity 1, requiring them to compare multi-digit quantities (for example, 10 meters ___ 10,000 cm; 5000 ml ___ 5 liters; 10,000 feet ___ 2 miles). The activities prompt students to convert units to the same measurement and then record the appropriate comparison symbol, and the Answer Key shows many comparisons of multi-digit values using >, <, and =.

The Skills list explicitly states students will "Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form." In the Introduction students write dictated seven-digit numbers in base-ten numerals and say the numbers aloud (e.g., "one million five hundred sixty-four thousand seven hundred fifty-four"). The activities ask students to identify greatest/smallest and to find which number has a given digit in a specific place, and the "Review: Comparing Big Numbers" cards and number list require students to compare and order multi-digit numbers.

Students are asked to write multi-digit whole numbers dictated by the instructor (395,578; 2,333,598; 735,999; 590,053), which practices reading and writing base-ten numerals. Students round each of these numbers to the nearest hundred thousand and are guided to underline the digit in the hundred-thousands place and use the previous digit to determine rounding, which practices place-value reasoning. The lesson skill list explicitly includes "Use place value understanding to round multi-digit whole numbers to any place," reinforcing place-value meaning of digits.