Standards:
4.NBT.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.
4.NBT.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.
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place
Vocabulary: place value, digit, multi-digit, expanded form, word form, standard form, compare, round, ones, tens, hundreds, thousands, ten thousands, hundred thousands, millions
4.NBT.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.
4.NBT.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.
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place
Vocabulary: place value, digit, multi-digit, expanded form, word form, standard form, compare, round, ones, tens, hundreds, thousands, ten thousands, hundred thousands, millions
Notes on the Standards:
4.NBT.1
4.NBT.1
- For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
- Students should be able to answer questions such as: How is the 2 in the number 582 similar to and different from the 2 in the number 528
- Standard Form: 123,456
- Word Form: One hundred twenty-three thousand, four hundred fifty-six
- Expanded Form: 100,000 + 20,000+ 3,000 + 400 + 50 +6
- Place Value Form: 1 hundred thousand 2 ten thousands 3 thousands 4 hundreds 5 tens 6 ones
- The expectation is that students have a deep understanding of place value and number sense and can explain and reason about the answers they get when they round.
- Students can explain why and how to round. This goes beyond a rule or procedure for rounding (going beyond something like "5 or above, give it a shove").
- Students need to use number lines and hundreds charts to explain HOW rounding works.
- Students should be able to round to the nearest million