Module 1 Lesson 4 Place Value Rounding and

Module 1 Lesson 4 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic: place value of multi-digit whole numbers 4. nbt. 1 4. nbt. 2 4. oa. 1 This Power. Point was developed by Beth Wagenaar and Katie E. Perkins. The material on which it is based is the intellectual property of Engage NY.

Lesson 4 Topic: Place Value of Multi-Digit Whole Numbers • Objective: Read and write multi-digit numbers using base ten numerals, number names, and expanded form

Skip Counting Fluency Lesson 4 3 Minutes • Count by fours forward and backward to 48, focusing on the crossing ten transitions.

Place Value Fluency Millions Hundred thousands === == Ten thousands 4 Minutes Thousands Hundreds Say the number Tensnumber Onesin in standard unit form. 5 0 0 0 Lesson 4

Place Value Fluency Millions Hundred thousands Ten thousands === == 4 Minutes Thousands Hundreds Say the number Tensnumber Onesin in standard unit form. 5 3 0 0 Lesson 4

Place Value Fluency Millions Hundred thousands === == Ten thousands 4 Minutes Thousands Hundreds === Say the number Tensnumber Onesin in standard unit form. 5 0 0 3 0 0 Lesson 4

Place Value Fluency Millions Hundred thousands Ten thousands === == 4 Minutes Thousands Hundreds === Say the number Tensnumber Onesin in standard unit form. 5 0 3 0 0 Lesson 4

Place Value Fluency Say the in in Saynumber the number unit form. standard form. Millions Hundred thousands = Ten thousands 4 Minutes Thousands Hundreds Tens Ones === == 1 0 0 3 5 0 Lesson 4

Place Value Fluency Millions Hundred thousands Ten thousands === == = 4 Minutes Thousands Hundreds === == Tens Lesson 4 Say the in number standard unitinform. Ones === 4 2 0 5 0 3

Lesson 4 Base Hundred Units 3 hundreds = Say the numbers below in standard form. 10 h 21 h und 9 hundreds = reds s= = = s d ndre u h 3 3 s d e r d un h 7 3 5 = 864 hundreds = und 30 hundreds = 19 hundreds =

Lesson 4 Base Thousand Units Say the numbers below in standard form. 5 thousands = 10 t hou 9 thousands = = s d n a us o h t 537 347 thousands = 100 thou sand san s= ds = s= d n usa o h t 20 220 thousands = 10 thousands =

Lesson 4 Base Ten Thousand Units 7 ten thousands = Say the numbers below in standard form. 9 ten thousands = en t 7 6 4 = s d n a thous 521 ten thousands = 12 t en tho usa nds = 962 ten thousands = 200 thou ten sand s= n e t 40 ds = an s u tho 17 ten thousands =

Lesson 4 Base Hundred Thousand Units 4 hundred thousands = Say the numbers below in standard form. 8 hundred thousands = d e r d n 92 hu nds = a s u o h t 618 hundred thousands = 18 h tho undre usa nds d = 854 hundred thousands = 500 hun dred thou sand s= d e r d n u h 70 sands = thou 19 hundred thousands =

Application Problem 6 Minutes Hundred thousands Ten thousands Thousands Hundreds Tens Ones There about forty-one thousand Asian elephants and about four hundred seventy thousand African elephants left in the world. About how many Asian and African elephants are left in total? Lesson 4

Application Problem 6 Minutes There about forty-one thousand Asian elephants and about four hundred seventy thousand African elephants left in the world. About how many Asian and African elephants are left in total? Lesson 4

Concept Development 26 Minutes Materials: Personal white boards Lesson 4

Lesson 4 Problem 1 Write a four-digit number in expanded form. Hundred thousands Ten thousands 1, 708 Thousands Hundreds 1, 000 700 Tens Ones 8 • On your place value chart write the following number: 1, 708. . • 1? What is the value of 1, 000 and 700 and 8? • What is the value of the 7? . • So 1, 708 is the same as 1, 000 plus 700 plus 8. • What is the value of the. 0? • Write a number sentence to show that • equation. What is the value of the 8? • 1, 000 + 700 + 8 = 1, 708

e of u l a v the Show git at the di r each of you rt. m o t a bot lue ch a v e plac Hundred thousands Lesson 4 Problem 2 Write a five-digit number in expanded form. Ten thousands 20, 000 27, 085 Thousands 7, 000 Hundreds Tens Ones 80 5 • Why is there no term representing the hundreds? • With your partner write an addition sentence. • Now read the expanded sentence with me. • You said, “twenty-seven thousand, eighty five. ” • What did you notice about where I placed a comma in both the standard form and the word form?

Problem 3 Lesson 4 Transcribe a number in word form to standard and expanded form. Two hundred seventy thousand, eight hundred fifty • Read this number. Tell your partner how you can match the word form to the standard form? • Everything you say, you should write in words. • The comma helps to separate the numbers in the thousands from the numbers in the hundreds, tens, and ones. • Write this number in your place value chart. • Now, write this number in expanded form. Tell your partner your equation. Hundred thousands Ten thousands Thousands Hundreds Tens 200, 000 + 70, 000 + 800 + 50 equals 270, 850. Repeat with sixty-four thousand, three. Ones

Problem 4 Lesson 4 Convert a number in expanded form to word and standard form. 700, 000 + 8, 000 + 500 + 70 + 3 • Read this number statement. On your own, write this number in your place value chart. • My sum is 78, 573. Compare your sum with mine. Your 7 is in the wrong place! The • Read value this number standard ofin 7 is form with me. • 700, 000. Write this number in words. You have Remember to check for correct as 70, 000. use ofitcommas and hyphens. Hundred thousands 7 Ten thousands Thousands Hundreds Tens Ones 7 0 8, 8, 5 5 7 7 3 3 Seven hundred eight thousand, five hundred seventy-three. Repeat with 500, 000 + 30, 000 + 10 + 3.

Lesson 4 Problem Set 10 Minutes

15 minutes Lesson 4 Lesson Objective: Read and write multi-digit numbers using base ten numerals, number names, and expanded form. Student Debrief • Compare the numbers in Problems 1 and 2. What do you notice? • As you completed the chart on Page 2, what number words were tricky to write? Which number words can be confused with other number words? Why? What strategies did you use to spell number words? • Timothy and his dad read a number word in two ways. What other numbers can be read more than one way? Which way of reading a number best helps you solve? When? • Two students discussed the importance of zero. Nate said that zero is not important, while Jill said that zero is extremely important. Who is right? Why do you think so? • What role can zero play in a number? • How is expanded form related to the standard form of a number? • When might you use expanded form to solve?

Exit Ticket Lesson 4

Home ! ! k r wo