Place Value, Rounding, Addition, and Subtraction
Lesson 3
Objective
Model and write numbers to 10,000 with more than 9 of any unit in standard and unit form.
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.
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
Criteria for Success
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- Regroup 10 units into 1 of the next largest unit on a place value chart.
- Regroup 1 unit into 10 of the next smallest unit on a place value chart.
- Convert between nontraditional unit form (i.e., unit form with more than 9 of any kind of unit) and standard form.
- Identify errors in reasoning related to the above.
Tips for Teachers
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- The following materials are needed for today's lesson: base ten blocks Thousands place value chart
Anchor Tasks
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Problem 1
Ms. Glynn wants to model the number 2,213 with base ten blocks, but she only has 1 thousand block, as shown below. She has lots of hundreds, tens, and ones blocks.
How can she make this number using the blocks she has?
Guiding Questions
References
Grade 4, Unit 2, Lesson 3 (2016-2017) 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. 13, 2017, 2 p.m..
Modified by Fishtank Learning, Inc.Problem 2
- What number represents the same amount as 14 hundreds 23 tens?
- What are two different ways you could represent 5,641?
Guiding Questions
References
Regrouping, accessed on Sept. 26, 2018, 11:45 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.
Modified by Fishtank Learning, Inc.Problem Set & Homework
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- Problem Set Answer Key
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- Homework Answer Key
Discussion of Problem Set
- Look at #1b. How did you model 2,130 with no more than 1 ten? Is there another way to model it that still meets that criteria?
- Look at #2e. Why is the digit in the ones place a 0, despite the way the number was originally written there were many ones?
- Look at #3. Is Miquel correct? What number was his answer actually equivalent to? How would you fix his answer so that it was correct?
Target Task
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Problem 1
Jeremy says he can write 1,456 as 14 thousands 56 ones. Is he correct? Why or why not?
Problem 2
Fill out the following table.
| Unit form | Standard form |
| 4 thousands 37 tens | |
| 8 thousands 16 hundreds 33 tens 2 ones | |
| 3 thousands 2 hundreds 4 tens 17 ones |
Mastery Response
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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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