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. * Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

Quarter 1

Quarter 2

Quarter 3

Quarter 4

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.

Continue as needed. 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.

Continue as needed. 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.

Continue as needed. 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 valueand division.

What is the relationship between the digits in this number? (e.g. 777, etc.)

How would adding a 0 to the end of a number affect the value of the digits? (e.g. 75 becoming 750)

Ask students to show 523 in two different ways. Use base ten blocks or a place value chart to show examples. (see example to the right)

How do you think place value connects to other math operations? (e.g. explore the relationship between place value and multiplication/division)

Jill created a number using 15 base ten blocks. Using the same number of blocks, what other numbers could Jill make?

How many different ways can you use base ten blocks to show 293?

About the Math

Our number system is a base ten system. Each place value is ten times as great as the place to its immediate right. So 100 is 10 times the tens place. When you use division to compare two values you should always get a quotient of ten. For example, 7000 ÷ 700 = 10 showing that the place value to the left is ten times greater than the place value at the right. Important vocabulary for this standard includes placevalue and digit. Visit the online dictionary for additional vocabulary support.

The Illustrative Mathematics tasks below demonstrate expectation for this standard.

## 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. * Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

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.

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.

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 valueand division.

Increasing Rigor

Our number system is a base ten system. Each place value is ten times as great as the place to its immediate right. So 100 is 10 times the tens place. When you use division to compare two values you should always get a quotient of ten. For example, 7000 ÷ 700 = 10 showing that the place value to the left is ten times greater than the place value at the right. Important vocabulary for this standard includesAbout the Mathplacevalueanddigit. Visit the online dictionary for additional vocabulary support.The Illustrative Mathematics tasks below demonstrate expectation for this standard.

Exemplary Resources for Multiple Means of Engagement, Expression, and Representation (UDL)Teaching Student-Centered Mathematics(Grades 3-5)pg. 48 *Figure 2.7, *What Comes Next - Activity 2.8,pg. 50 (Collecting 10,000, Showing 10,000, How Long?/How Far?)XXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXXX

## Learnzillion Video Resources (5 Lessons)

More from Learnzillion:Print Resources:NumbersPages 1-7,(Mystery Number)

Building Number Power 3-5 (134-138)

p. 18,19-21, 35-36, 37-38, 41 and 48

Nimble with Numbers (4-5)pg. 31-33

Online Resources:(lesson plan)

(Zip file of word docs.

Organizers can be edited for differentiation.)

number line

(lesson plan)

(Sarah Hicks, Veterans)

Teacher guide for virtual manipulatives 4.NBT.1

(lesson)

Cache County Public Schools, Utah)

Georgia Public Schools, pg.12

Georgia Public Schools, pg.16

Connecting to Children's Literature:How Much is a MillionBy David Schwartz## Questions/Comments:

Contact John SanGiovanni at jsangiovanni@hcpss.org.Use and Sharing of HCPSS Website and ResourcesHoward County Public Schools Office of Elementary Mathematics Curricular Projects has licensed this product under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 Unported License.