# Place Value, Rounding, Addition, and Subtraction

## Objective

Multiply and divide multiple units by 10. Apply the property of “ten times greater” in the context of problems.

## 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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• 2.NBT.A.1

• 2.NBT.A.2

• 2.NBT.A.3

## Criteria for Success

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1. Multiply numbers of multiple units by 10, generalizing the pattern that multiplying by ten results in digits shifting one place to the left (MP.8).
2. Divide numbers of multiple units by 10, generalizing the pattern that multiplying by ten results in digits shifting one place to the left (MP.8).
3. Use the property of “ten times greater” to solve real-world and contextual problems.

## Tips for Teachers

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### Remote Learning Guidance

If you need to adapt or shorten this lesson for remote learning, we suggest prioritizing Anchor Task 2 (benefits from worked example). Find more guidance on adapting our math curriculum for remote learning here.

#### Fishtank Plus

• Problem Set
• Student Handout Editor
• Vocabulary Package

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### Problem 1

1. Solve.
1. 10 $\times$ 23 = ___________
2. 10 $\times$ 450 = ___________
3. 10 $\times$ 10,870  = ___________
2. What do you notice about Part (a)? What do you wonder?
3. Use your conclusions from Part (b) to find the solutions below.
1. ___________ $\times$ 10 = 5,090
2. 60,200 $\div$ 10 = ___________
3. ___________ $\div$ 10 = 3,050

4. 20,008 $\times$ ___________ = 200,080

### Problem 2

1. How many times more fourth graders are there in Texas than in Mississippi? How many times more fourth graders are there in the United States than in Texas?
2. There are about 3,900 fourth graders in Boston, MA. How many times more fourth graders are there in the United States than in Boston?

#### References

Illustrative Mathematics Thousands and Millions of Fourth Graders

Thousands and Millions of Fourth Graders, accessed on April 12, 2021, 1:57 p.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

### Discussion of Problem Set

• Practice reading your answers in #2 out loud. What similarities did you find in saying the numbers in unit form and standard form? Differences?
• How can you use multiplication and division to describe the relationship between units on the place value chart?
• Gail said she noticed that when you multiply a number by 10, you shift the digits one place to the left and put a zero in the ones place. Is she correct?

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### Problem 1

Fill in the blank to make a true number sentence.

a.   (4 ten thousands 6 hundreds) × 10 = ___

b.    ___ × 10 = 80,200

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic A > Lesson 2Exit Ticket

Grade 4 Mathematics > Module 1 > Topic A > Lesson 2 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 2

The Carson family saved up \$39,580 for a new home. The cost of their dream home is 10 times as much as they have saved. How much does their dream home cost?

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic A > Lesson 2Exit Ticket

Grade 4 Mathematics > Module 1 > Topic A > Lesson 2 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.