Place Value, Rounding, Addition, and Subtraction
Lesson 1
Objective
Review place value understanding for numbers within 1,000.
Common Core Standards
Core Standards
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4.NBT.A.1 — Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
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4.NBT.A.2 — Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on meanings of the digits in each place, using >, =, and < symbols to record the results of comparisons.
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4.NBT.A.3 — Use place value understanding to round multi-digit whole numbers to any place.
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4.NBT.B.4 — Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Foundational Standards
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2.NBT.A.1
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2.NBT.A.2
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2.NBT.A.3
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3.NBT.A.1
Criteria for Success
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- Review the counting sequence to 1,000.
- Notice patterns in the count sequence, such as the repeating sequence of ones digits, that the tens digit changes every ten numbers, and the hundreds digit changes every 100 numbers, etc. (MP.7).
- Locate numbers in relation to benchmark numbers (e.g., 700 or 620 or 125).
- Given a number, identify the two tens or hundreds that number is in between/closer to.
- Identify the number of ones, tens, and hundreds in a three-digit number.
Tips for Teachers
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- The following materials are needed for today's lesson: Blank Hundreds Chart stapler
- This lesson is a review of place value content learned in previous grades. If you have a sense that students are strong in this area, you may decide to skip this lesson.
- As a class or grade-level project, you could decide to collect some specific quantity of a small object, such as bread tabs, bottle caps, or can tabs. I would recommend collecting 1,000 or 10,000, since collecting 100,000 may not be and 1,000,000 definitely won’t be feasible to achieve in one school year. You could introduce that idea here or in a subsequent lesson.
- There is no Target Task or Homework today to allow teachers to build in math routines throughout the first few days of school.
Anchor Tasks
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Problem 1
Provide students with several copies of a blank hundreds chart. Have students use the hundreds chart to create a 1,000 book by filling in the blank 100s charts and combining them together.
Guiding Questions
References
Van de Walle, John A. Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II). Pearson, 2nd edition, 2013.
Modified by Fishtank Learning, Inc.Van de Walle, John A. Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades Pre-K-2. Pearson, 2nd edition, 2013.
Modified by Fishtank Learning, Inc.Problem 2
- Find 249 in your 1,000 book. Which hundreds page is it on? Which two benchmarks tens is it in between? Which ten is it closer to?
- I'm thinking of a number. It's on the 400 page. It's close to the number 460. It ends in 2. What number am I thinking of?
Guiding Questions
References
Van de Walle, John A. Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II). Pearson, 2nd edition, 2013.
Modified by Fishtank Learning, Inc.Grade 4, Unit 2, Lesson 1 is made available by Achievement First as a part of their Open Source web portal under a CC BY 4.0 license. Copyright © 1999-2017 Achievement First. Accessed Sept. 7, 2017, 9:39 a.m..
Modified by Fishtank Learning, Inc.Problem Set & Homework
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- Problem Set Answer Key
Discussion of Problem Set
- What are some strategies that you used to determine the mystery numbers?
- How did knowing the patterns within the 1,000 book help you locate the numbers or answer the questions more easily?
Additional Practice
Unit Practice
With Fishtank Plus you can access our Daily Word Problem Practice and our content-aligned Fluency Activities created to help students strengthen their application and fluency skills.
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