Curriculum  /  Math  /  4th Grade  /  Unit 1: Place Value, Rounding, Addition, and Subtraction  /  Lesson 13

Place Value, Rounding, Addition, and Subtraction

Lesson 13

Math

Unit 1

4th Grade

Lesson 13 of 19

Objective

Fluently add multi-digit whole numbers using the standard algorithm involving up to two compositions. Solve one-step word problems involving addition.

Common Core Standards

Core Standards

  • 4.NBT.B.4 — Fluently add and subtract multi-digit whole numbers using the standard algorithm.

Foundational Standards

  • 3.NBT.A.2

Criteria for Success

  1. Add multi-digit numbers with up to two compositions. 
  2. Solve one-step word problems involving addition with up to two compositions, using a letter to represent the unknown (MP.4).

Tips for Teachers

  • When discussing how to line up numbers in order to add or subtract them vertically, emphasize that units need to be lined up because one can only add or subtract like units (ones with ones and tens with tens) as opposed to saying that numbers need to be lined up from right to left. This is an important distinction since lining numbers up from right to left no longer works when students begin working with decimals (e.g., adding 6.4 and 2.08 would result in an incorrect sum if lined up from right to left).
  • Students have solved one-step word problems involving addition in previous grade levels (1.OA.1, 2.OA.1, 3.OA.8), just not yet with whole numbers of this magnitude. So, the intention of the word problems in this lesson is to have students solve contextual problems that involve computations expected of this grade level (4.NBT.4) as well as prepare students to solve multi-step word problems involving addition and subtraction later in the unit, and eventually multiplication (Unit 3) and division (Unit 4) (4.OA.3).
  • Before the Problem Set, you could have students play "Climbing Chimney Rocks" from Building Conceptual Understanding and Fluency Through Games by the Public Schools of North Carolina. (This game only includes small computational cases, so it may be especially helpful if students would benefit from some practice with smaller values that can be modeled using proportional base ten blocks before working with larger values.)

Lesson Materials

  • Optional: Base ten blocks (5 thousands, 6 hundreds, 12 tens, and 7 ones per student or small group) — See Anchor Task 1 for more information.
  • Millions Place Value Chart (1 per student) — Students might need more or less depending on their reliance on this tool.
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Anchor Tasks

25-30 minutes

Problem 1

Ms. Cole and Ms. Dowling want to know the largest number they can represent with their base ten blocks. On the left are the base ten blocks that Ms. Dowling has and on the right are the base ten blocks that Ms. Cole has:

          

Ms. Dowling has 3 thousands, 8 hundreds, 1 ten, and 2 ones. Ms. Cole has 1 thousand, 5 hundreds, 8 tens, and 4 ones. What’s the largest number they could represent with their base ten blocks? Show or explain how you know.

Guiding Questions

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Student Response

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Problem 2

Estimate. Then solve.

a.   40,762 + 30,473 = _________

b.   _________ = 121,398 + 37,406

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic D > Lesson 11

Grade 4 Mathematics > Module 1 > Topic D > Lesson 11 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem 3

The Lane family took a road trip. During the first week, they drove 907 miles. The second week they spent more time in each place they visited and only drove 287 miles. How many miles did they drive during both weeks?

Guiding Questions

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Student Response

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References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic D > Lesson 11 — Concept Development

Grade 4 Mathematics > Module 1 > Topic D > Lesson 11 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..

Modified by Fishtank Learning, Inc.

Problem Set

15-20 minutes

Discussion of Problem Set

  • Look at #1b. What is the largest place value in the sum? What is the largest place value in each of the addends? Why are they different? 
  • Look at #1g. Did anyone solve a different way? Are either or both addends near benchmark numbers that can be added together and then adjusted for after adding? How could you use a similar strategy for #2? 
  • Look at #3. What was Elizabeth’s mistake? How did you fix it? 
  • Look at #5. This seems to be a takeaway problem. So why can you solve it using addition? 
  • Do you prefer adding on a place value chart or with the standard algorithm? Why?
  • How is recording the regrouped number in the next column when using the standard algorithm related to regrouping on the place value chart?
  • If you have 2 addends, can you ever have enough ones to make 2 tens, or enough tens to make 2 hundreds, or enough hundreds to make 2 thousands? Try it out with your partner. What if you have 3 addends?

Target Task

5-10 minutes

Solve. Show or explain your work. 

a.   8,653 + 10,744

b.   204,708 + 22,543

Student Response

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Additional Practice

The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Word Problems and Fluency Activities

Word Problems and Fluency Activities

Help students strengthen their application and fluency skills with daily word problem practice and content-aligned fluency activities.

Next

Fluently add multi-digit whole numbers using the standard algorithm involving multiple compositions. Solve one-step word problems involving addition.

Lesson 14
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Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Place Value of Multi-Digit Whole Numbers

Topic B: Reading, Writing, and Comparing Multi-Digit Whole Numbers

Topic C: Rounding Multi-Digit Whole Numbers

Topic D: Multi-Digit Whole-Number Addition and Subtraction

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