# Place Value, Rounding, Addition, and Subtraction

## Objective

Compare numbers based on the meanings of the digits using >, <, or = to record the comparison.

## Common Core Standards

### Core Standards

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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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• 2.NBT.A.4

## Criteria for Success

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1. Compare up to six-digit numbers by making use of the structure of the place value system (MP.7), namely that 1 of any unit is greater than any amount of a smaller unit. Thus, the largest place values in each number contains the most relevant information when comparing numbers. If both numbers have the same number of largest units, the next largest place value should be attended to next, iteratively until one digit is larger than another in the same unit.
2. Record the result of comparisons using >, <, or =.
3. Compare numbers written in various forms, including standard, word, and expanded form.
4. List numbers in ascending or descending order.

## Tips for Teachers

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Before the Problem Set, you could have students play "Corn Shucks" or "Appalachian Climb" from Building Conceptual Understanding and Fluency Through Games by the Public Schools of North Carolina ("Corn Shucks" is especially fun since it requires some strategic thinking!).

### 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

Would you rather have...

 Option A: 3 thousands 1 ten

OR

 Option B: 2 thousands 4 tens

Explain.

### Problem 2

1. Given 43,021 and 45,302, which one is larger? Use <, >, or = to record your comparison.
2. Given 2,305 and 2,530, which one is larger? Use <, >, or = to record your comparison.
3. Given 970,461 and 907,641, which one is larger? Use <, >, or = to record your comparison.

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic B > Lesson 5Concept Development

Grade 4 Mathematics > Module 1 > Topic B > Lesson 5 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

List the following numbers in order from greatest to least.

 32,434 32,644 3,856 33,534

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic B > Lesson 5Concept Development

Grade 4 Mathematics > Module 1 > Topic B > Lesson 5 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 4

Compare 700,000 + 3,000 + 80 + 2 and seven hundred thirty thousand twenty-eight. Record the result of your comparison using <, >, or =.

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic B > Lesson 5Concept Development

Grade 4 Mathematics > Module 1 > Topic B > Lesson 5 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 & Homework

### Discussion of Problem Set

• How is comparing numbers in #1(a) different from #1(b)?
• How does your understanding of place value help to compare and order numbers?
• How can ordering numbers apply to real life?
• What challenges arise in comparing numbers when the numbers are written in different forms, such as in #1d—f?
• Look at #9. What digit did you choose to fill in the box? Is there more than one right answer? How do you know?
• Look at #10. What number did you choose for Kate? Is there more than one right answer? How do you know?

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### Problem 1

Four friends played a game. The player with the most points wins. Use the information in the table below to order the number of points each player earned from least to greatest. Then, name the person who won the game.

 Player Name Points Earned Amy 2,398 Bonnie 2,976 Jeff 2,709 Rick 2,699

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic B > Lesson 5Exit Ticket

Grade 4 Mathematics > Module 1 > Topic B > Lesson 5 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

Use each of the digits 5, 4, 3, 2, 1 exactly once to create two different five-digit numbers. Write each number on the line and compare the two numbers by using the symbols < or >. Write the correct symbol in the circle.

#### References

EngageNY Mathematics Grade 4 Mathematics > Module 1 > Topic B > Lesson 5Exit Ticket

Grade 4 Mathematics > Module 1 > Topic B > Lesson 5 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.