### Video Transcript

Thousands

In this lesson, we’re going to
learn how to model the number 1000 using place value blocks. We’re going to find out how we can
describe it in different ways, like 10 100s, 100 10s, or even as 1000 ones. And once we have understood what a
thousand is, we’re going to learn how to count in thousands.

You’ve probably come across the
word thousand before. It’s a word that we use when we’re
describing numbers, but what is a thousand? If we wanted to model 1000 using
place value blocks, we’d use one of these. It’s a cube made from lots of tiny
cubes. But what does it represent? How do we get from one of these
cubes to one of these cubes? Let’s find out. This here is our place value block
with the smallest value. It’s worth one one. And if we put 10 of these together,
it’s the same as one of these. 10 ones equals one 10. And using our knowledge of place
value, we know that if we put 10 of these together, it would look something like
this, and this is exactly the same as one of these. 10 10s equals 100.

Finally, let’s put 10 of these
together. 100, 200, 300, 400, 500, 600, 700,
800, 900. But how do we say this number? 10 100. Well, this place value cube that
we’ve created does have a value of 10 100s, but it has a name all of its own. 10 100s are the same as one of
these. 10 100s equals 1000.

So hopefully you can see now where
this 1000s block comes from. And we can describe 1000 by
thinking of all the other blocks. As we’ve just said, 1000 is exactly
the same as 10 100s. We built it up, didn’t we, to show
this? And because each of these 10 100s
contains 10 10s, we could even model a thousand out of 10s blocks. 1000 is the same as 100 10s. And finally, if we had enough, we
could model 1000 out of ones blocks. Because we know there are 10 ones
in each of our 100 10s, we know we’d need 1000 of these tiny cubes to make a 1000
block. 1000 is the same as 1000 ones,
which sounds a bit funny when you say it. But if you look at the picture, I’m
sure you can see what we mean.

Now, it’s useful that we’ve shown
these place value blocks in this order because it helps us understand where
thousands belong. Because 1000 is worth 10 100s, we
give it a separate place value. So, we have columns for our ones,
tens, hundreds, and now thousands. We’re starting to learn about
bigger and bigger numbers, aren’t we? And by learning about thousands,
we’ve moved on to four-digit numbers.

And to write the number 1000, we
simply write the digit one in the thousands place. Of course, if we just wrote the
digit one and said it’s in the thousands column, it would be hard to tell. So, we need to do something to show
that we’ve got empty hundreds, tens, and ones columns. And I’m sure you know we need to
use zero as a placeholder: zero 100s, zero 10s, and zero ones. 1000 is a one followed by three
zeros.

Now, I don’t know if you’ve
noticed, but we’ve written the number 1000 using digits a couple of times already,
one of them still on the screen. Can you see where we’ve labeled
1000 ones? And can you see the way that we’ve
written 1,000 isn’t just a one followed by three zeros? We’ve used a comma after the
one. Let’s explain why.

When we first start learning to
count, we learn one-digit numbers, and they’re quite easy to read and see and
recognize. And then, of course, we learn about
tens too and we learn how to read and write and recognize two-digit numbers. But as we add more and more places
for our digits, numbers that we make are a little hard to read. We can’t always recognize them
straightaway. Now, if you keep working hard at
maths, it won’t be long before you’ll be able to read a number like this that has
seven digits in it.

And to help us read numbers with
more and more digits, we need to group those digits to make them easier to read. And the way we do this is to put
them in groups of three. We already know about one of these
groups of three. They’re the ones, tens, and
hundreds. And this first group of three needs
to have a name. We can’t call it the
ones-tens-hundreds group. That’s too much of a mouthful. So, we just call it the ones
group.

But now that we’re learning about
thousands too, this is part of the next group of three digits. And these three digits show us how
many thousands we have. It’s the thousands group. And whilst we can write a
four-digit number like this, sometimes you might see it written with a small gap
between the thousands and the hundreds digits. It’s just a way of showing the
separate groups. And we then look at this number
straightaway and just see the thousands separately and say 1000. But as well as writing all the
digits up together or putting a small gap, we can also show these separate groups by
writing a comma. And again, it helps us to see that
this is 1,000. When we see the comma, we can say
thousand.

And in this video, we’re going to
be using commas. So, perhaps, we’d better draw some
commas into our four-digit numbers at the bottom here. One, two, three. Now that we’ve understood what a
thousand is and we know how to write it, let’s try counting in thousands.

This jigsaw is made up of 1000
pieces. Let’s use it to help us count in
thousands. 1,000; 2,000; 3,000; 4,000;
5,000. We could use place value blocks to
model these numbers. Let’s carry on counting from
5,000. We still got some more boxes of
jigsaw pieces to count. 6,000, 7,000, 8,000, 9,000. Now, if we count one more 1000,
it’s going to make a five-digit number. And in this video, we’re just
thinking about four-digit numbers. So, do you think you could cope
with learning about a five-digit number too? Yes, of course you can. 1000 more than 9,000 is 10,000.

Did you notice how counting in
thousands is very similar to counting in ones? We just say each number and then
the word thousand. One, two, three, four, five. 1,000; 2,000; 3,000; 4,000;
5,000. It’s easy to remember, isn’t
it? And hopefully you notice how all
the commas that we wrote helped us to read these numbers. Well, we’ve learned a lot about
thousands, haven’t we? Let’s put into practice everything
that we’ve found out. We’re going to try answering some
questions about thousands. Here’s one to start with.

There are six boxes. Each box contains 1,000 pieces of
candy. How many pieces of candy are there
in total?

The first piece of information that
we’re given in this question is that there are six boxes, and we can see these in
the picture. Next, we’re told how many pieces of
candy are in each box. This is an interesting number. It has four digits. This number is made up of zero
ones, zero 10s, zero 100s, and one 1000. When we see the digit one followed
by three zeros, we know it’s 1,000. So, each box contains 1,000 pieces
of candy, and there are six of them.

We’re asked how many pieces of
candy are there in total. We can find the answer by counting
in thousands six times, one for each box. 1,000; 2,000. Look at how the thousands digits
changed in our place value grid. 3,000; 4,000; 5,000; 6,000. We read that each of these boxes
contained 1,000 pieces of candy. And because there are six boxes, we
knew that we could find the total number of pieces of candy by counting in thousands
six times. 1,000; 2,000; 3,000; 4,000; 5,000;
6,000. And we can write the number 6,000
using digits as a six in the thousands place. We can use a comma to separate the
thousands and the hundreds digits and then zeros in the hundreds, tens, and ones
places. There are 6,000 pieces of candy in
total.

What is the number represented
below?

The number that this question’s
talking about is represented by the place value grid that we can see. Let’s take a moment to look at it
carefully. What can we say about this
grid? Well, firstly, we can see that it’s
made up of four columns. This means that the number that we
can see is a four-digit number. Do you remember what place value
each one of these four columns represents? We’ve got our ones, tens, hundreds,
and then this final column here which represents thousands. And each 1000 is shown by one of
these green cubes here. They’re made by putting 10 100s
together, 100 10s, or even 1000 ones.

And we can see if we look at our
place value grid, we’ve modeled our number using two 1000s blocks and nothing
else. There are no little red ones blocks
in the ones column. Let’s write a zero to show there
aren’t any. And there are no tens rods in the
tens column. Again, let’s show a zero to show
that we haven’t got any tens or any hundreds. But we can see that we do have some
1000s blocks, and there are two of these. So, we can write the digit two in
the thousands place. Two 1000s have a value of 2000, and
that’s how we say our number, 2000.

Now we don’t have to do this, but
when we write a number in thousands, we can use a comma after the thousands and
before the hundreds digit to separate out the thousands. So instead of writing our answer
like this, we can write it like this. It’s just a way of helping us read
large numbers quickly. In the place value grid, we saw
that there were two 1000s blocks, and there wasn’t anything else. And that’s how we know the number
that’s represented in the place value grid is 2,000.

Find the missing number in the
following sequence. 1,000, 2,000, 3,000, what,
5,000.

We’re given a sequence of five
numbers, but one of them is missing. We need to find it. And to find the missing number in a
sequence, we need to look at how the numbers change. So, let’s begin by looking at our
first number. It’s the number 1,000. We write it using a one in the
thousands place and then three zeros to show our empty hundreds, tens, and ones
places.

The second number in our sequence
is 2,000. And if we want to write 2,000 using
this place value grid, we just need to change the one digit in the thousands place
for the digit two. We’ve got one more 1,000. Do you think that our sequence
might be to add 1,000 each time? It’s always important to look at
the next number along too, because this could be a doubling sequence. Now, if we’re right and we need to
add 1,000 each time, the next number after 2,000 won’t have a two in the thousands
place. It’ll have one more than two; it’ll
be three. And that’s exactly what we do
have. In the sequence, we need to count
in thousands. 1,000, 2,000, 3,000. And now if we add one more 1,000,
we’re going to have 4,000. And we write the number 4,000 with
a four in the thousands place followed by three zeros.

Now there’s one more thing we need
to include, because the numbers in this sequence have a comma between the thousands
and the hundreds digits. This is just a way of separating
digits into groups to make numbers easier to read. All our thousands numbers in this
sequence do have one of these commas, so we’re going to include it for 4000. Let’s read our sequence then, and
we’ll model it using place value blocks as we say each number. 1,000, 2,000, 3,000, 4,000,
5,000. The missing number in our sequence
of counting in thousands is 4,000.

How many hundreds are there in
1,000?

This question mentions two
numbers. The first number is hundreds. Let’s remind ourselves what a
hundred is. It’s a one followed by two zeros,
isn’t it? It has a one in the hundreds place,
a zero in the tens place, and a zero in the ones place. And we can model 100 using one of
these place value blocks. The second number in our question
is written using digits. It’s made up of a one followed by
three zeros this time. This time, the one is in the
thousands place, and it has zeros in the hundreds, tens, and ones places. And because of that one in the
thousands place, we read this number as 1,000. And 1,000 using place value blocks
looks like one of these.

And our question asks us, how many
hundreds are there in 1,000? Let’s go through two ways to find
the answer. Firstly, we could use a place value
grid to help us, and we need to use what we know about each column. The lowest-value column, of course,
is the ones. And we can have anywhere from zero
ones up to nine ones. But because each column only
contains one digit, if we want to show 10 ones, we have to move to the next column
along because 10 ones is the same as one 10. And the same is true of the
tens. This place can only contain one
digit. So again, we could have anything
from zero all the way up to nine 10s. But as soon as we have 10 10s or
even more, we can’t show this. Again, we move up to the next
column. 10 10s are the same as 100.

Perhaps you can see where this is
taking us. Each time we find 10 of something,
we move to a new place value. A number can contain anywhere from
zero hundreds up to nine 100s. But as soon as we get to 10 100s,
we start a new column. 10 100s are the same as 1,000.

So that’s one way to find the
answer. But we could also use place value
blocks. We could ask ourselves, how many of
these could we put together to make one of these? Let’s find out. We’d need one, two, three, four,
five, six, seven, eight, nine, 10. We’ve used a place value grid and
place value blocks to work out how many hundreds there are in 1,000. But there are other ways we
could’ve found the same answer. For example, we could’ve shown how
we can count in hundreds 10 times before we get to 1,000. There are 10 100s in 1,000.

So, what have we learned in this
video? We’ve learned how to model 1,000
using place value blocks. We’ve also seen how we can describe
1,000 in different ways as 10 100s, 100 10s, or 1,000 ones. Finally, we’ve practiced counting
in thousands.