Over five million people live in Ireland. That sounds simple to say, but how would you write five million using only digits, with all of its zeros in place?
Just have a quick guess in your head. You do not need the right answer yet, so don't worry if you are unsure. How many zeros do you reckon are needed, and where would they go?
Give five seconds of quiet think-time, then take three hands-up answers, not open call-outs. Don't confirm the right answer yet — that lands in Watch and Notice. Listen for who counts zeros confidently and who guesses.

Watch this number built on the place-value chart, one column at a time. Look hard at the three columns sitting at the right end. Each of those zeros is holding a column open so the 2, the 4 and the 8 stay in their proper place.
Now the zeros are scattered all through the number. Watch each digit go in column by column. Each zero keeps the digits around it in their proper place, so the 1 stays in the millions and the 5 stays in the ten-thousands.
This one has a digit in the millions column and a digit in the tens column, and nothing else. For every empty column in between, we say there are none of that kind: no hundred-thousands, no ten-thousands, no thousands, no hundreds.
Every single column is filled right up to nine. The commas split it into three neat groups of three digits. A comma every three digits from the right tells you where the millions group begins and where the thousands group begins.
Walk each example aloud, one at a time, letting the chart place each digit so the class sees the columns fill rather than just reads a finished number.
The big idea to land: a comma every three digits from the right tells you where the millions and thousands groups begin.
Today we work through these numbers together on the place-value chart: 3,072,000, then 4,500,008, then 6,090,300, then 8,000,070. The zeros are the tricky part, so we will say each empty column aloud before we read the whole number.
One person comes up and builds the called number on the chart. If you are at your seat, your job is to watch the board closely. Give a thumbs-up if you agree it is right, or wait for me to ask you, rather than calling out.
This round is for talking it through together — a pupil builds at the board and the watching class agrees with a thumbs-up or answers when you ask.
Call one number at a time and have a pupil build it on the chart. Before reading the whole number, ask the class to name every empty column ('no thousands here'), and after each build pose a quick question to a seated pupil and revoice their answer so the back rows stay with it. Watch for the common slip of reading 3,072,000 as 'three million, seventy-two' instead of 'three million and seventy-two thousand' — the thousands group is the catch.
Use the place-value column template in your copy, with the columns labelled M, HTh, TTh, Th, H, T and U from left to right. Write each of these numbers into the columns, one under the other, putting a 0 in every empty column, and read each one aloud after you write it:
Hand out the pre-labelled seven-column template so pupils write digits straight into the columns rather than sketching them from scratch — this keeps the step to time. Walk the room glancing at alignment — this is whole-class copybook practice, not marking. Check that pupils put each digit in the matching column and write a 0 (not a blank) in empty columns.
Today we build these numbers with the place-value blocks: 2,305,072, then 1,400,008, then 6,070,500, then 9,008,040. The zeros catch people out, so we will say each one aloud before we check it.
This round is the practice bank — a pupil builds each target at the board, the class names the empty columns aloud first, then we check and confirm before moving on. Keep the board work brisk rather than over-explaining.
For each target, ask the whole class 'what is tricky about the zeros here?' before a pupil builds it: in 2,305,072 the zeros sit across several columns; in 9,008,040 there are zeros holding open four separate columns. Use the Check tick as part of your narration — 'yes, that's it.' Begin everyone on the first target and bring the strongest builders to 9,008,040.
Why do we group large numbers with commas every three digits? What does each group of three tell you when you read the number aloud?
Listen for pupils naming the rightmost group as the ones, the next as the thousands, and the next as the millions. Revoice a strong answer: 'so the comma is like a signpost — it tells me where the thousands begin and where the millions begin.' Head off the idea that the commas change the value of the digits — they only help us read.
Next time we keep the same ten-times rule but travel the other way — to the right of the decimal point, into tenths, hundredths and thousandths.
Keep this brisk — a 60-second recap of the three bullets. Flag the bridge to decimals so the next lesson feels connected: the same ten-times rule, just going smaller.
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