Key Concept: Numbers can be written in standard, word, and expanded forms.

Topic Overview | Standards Alignment | #### Common Core

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 results of comparison.

#### Georgia

MGSE4.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. IEP Goals

Students develop place value understanding to identify the value of digits within large numbers and write numbers in both expanded and standard form. They learn that as they move left within a number each digit is a value that is ten times greater than the digit to it’s right. Students apply the concepts of place value to determine the answers when multiplying or dividing by 10 and to round large numbers.

1. Given a model of a number less than one million and place value labels, the student will write the number in standard form represented in the model and read the number name for 5 out of 6 examples by the completion of the IEP.

2. Given a variety of place value models and the word form of a number less than one million, the student will make a model to represent the number, label each place and write the number in expanded form with 90% accuracy for 3 out of 5 trials.

3. Given concrete or pictorial representations of multi-digit numbers less than one million and either the standard or the word form of the number, the student will identify the value of each numeral and write the number in expanded form without prompting with 90% accuracy by completion of the unit.

2. Given a variety of place value models and the word form of a number less than one million, the student will make a model to represent the number, label each place and write the number in expanded form with 90% accuracy for 3 out of 5 trials.

3. Given concrete or pictorial representations of multi-digit numbers less than one million and either the standard or the word form of the number, the student will identify the value of each numeral and write the number in expanded form without prompting with 90% accuracy by completion of the unit.

Unit Launcher

View Sonya's Savings Plan: Discussion Guide and KWL Chart

4.1-1-1 Model and Write Large Numbers: Standard Form |

View Guided Lesson Make models for numbers less than one million, write the value in standard form and read the word form. (12-18 min)

4.1-1-2 Model and Large Write Numbers: Expanded Form |

View Guided Lesson Make models for numbers less than one million, write the value in expanded form and read the word form. (12-18 min)

4.1-1-3 Regroup to Write Numbers in Standard and Expanded Form |

View Guided Lesson Make and use models for numbers less than one million in which the value of one place can be regrouped, then write the numbers in standard and expanded form. (12-18 min)

4.1-1-4 Write Numbers in Standard and Expanded Form |

Real World Investigation Part 1

View Sonya's Savings Plan: Sonya's Data

Key Concept: A digit in one place represents ten times more than it represents in the place to its right.

Topic Overview | Standards Alignment | #### Common Core

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.#### Georgia

MGSE4.NBT.1 Recognize that in a multi-digit whole number, a digit in any 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. IEP Goals

Students extend their place value understanding and learn that digit in one place represents ten times as many as it represents in the place to its right. They recognize that multiplying a digit by 10 results in a product in which the digits in the multiplicand are shifted one place to the right in the place value chart. Students complete equations to find the product when multiplying large numbers by 10.

1. Given a model of a whole number and the word form, the student will change the model to reflect ten times more and write the standard form for 5 out of 6 examples by the end of the marking period.

2. Given a model of a number less than one million that has more than a value of 10 in any given place, the student will regroup the model and write the number in standard form recognizing that the value has not changed with 100% accuracy for 3 out of 5 trials.

3. Given a model of a whole number less than one million and either the standard or word form, the student will change the model to show the value when dividing by 10 for 5 out of 6 examples by the end of the marking period.

2. Given a model of a number less than one million that has more than a value of 10 in any given place, the student will regroup the model and write the number in standard form recognizing that the value has not changed with 100% accuracy for 3 out of 5 trials.

3. Given a model of a whole number less than one million and either the standard or word form, the student will change the model to show the value when dividing by 10 for 5 out of 6 examples by the end of the marking period.

4.1-2-1 Multiples of 10: Numbers to Thousands |

Lesson Plan

View Guided Lesson Make and change models to determine the value of a given number when it is ten times greater for numbers up to thousands. Write the number. (12-18 min)

4.1-2-2 Multiples of 10: Numbers to Millions |

Lesson Plan

View Guided Lesson Make and change models to determine the value of a given number when it is ten times greater for numbers up to hundred thousands. Write the number. (12-18 min)

4.1-2-3 Multiples of 10: Solving Equations |

Lesson Plan

View Guided Lesson Write and solve equations that show the product for ten times a given number with and without models. (12-18 min)

4.1-2-4 Dividing by 10: Numbers to Millions |

Lesson Plan

View Guided Lesson Make and change models to determine the value of a given multi-digit number when it is divided by 10. Write the number. (12-18 min)

Real World Investigation Part 2

View Sonya's Savings Plan: Create Some Data

Key Concept: Rounding is a strategy in which we replace one number with another that is close to it and easier to use when calculating.

Topic Overview | Standards Alignment | #### Common Core

4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.#### Georgia

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place. IEP Goals

Students learn the relationship between large numbers and benchmark numbers, using both visual models and the number line. They learn to place numbers on a number line between benchmarks measured in increments of one hundred and one thousand. They develop number sense for rounding numbers to the nearest hundred and thousand. Students complete number sentences where they accurately round numbers to the nearest hundred and thousand.

Given a number line with clearly labeled tick marks in increments of 10, the student will place a number halfway between the correct benchmark numbers.

Given a number line with clearly labeled tick marks in increments of 100, the student will place a number halfway between the correct benchmark numbers.

Given a model of a whole number less than one million and the standard form, the student will round the number to the nearest hundred or thousand.

Given a whole number less than one million written in the standard form, the student will round the number to the nearest thousand.

Given a number line with clearly labeled tick marks in increments of 100, the student will place a number halfway between the correct benchmark numbers.

Given a model of a whole number less than one million and the standard form, the student will round the number to the nearest hundred or thousand.

Given a whole number less than one million written in the standard form, the student will round the number to the nearest thousand.

4.1-3-1 Numbers halfway between hundred benchmarks |

Lesson Plan

View Guided Lesson Place numbers on a number line halfway between hundred benchmarks. (12-18 minutes)

4.1-3-2 Round numbers < 1 million to hundreds |

Lesson Plan

View Guided Lesson Place numbers on a number line to show whether they are

more or less than halfway between the thousand benchmarks. (12-18 minutes)

more or less than halfway between the thousand benchmarks. (12-18 minutes)

4.1-3-3 Numbers halfway between hundred & thousand benchmarks |

Lesson Plan

View Guided Lesson Place numbers on a number line halfway between thousand benchmarks. (12-18 minutes)

4.1-3-4 Round numbers < 1 million to thousands |

Lesson Plan

Real World Investigation Part 3

View Your Savings Plan: Your Data

This big idea develops both the conceptual understanding and skill in reading and writing large numbers.

Students gain a deeper understanding of the significance of the numeral 10 in the base-ten number system. They extend previous learning to understanding that each digit has a value that is ten times larger than the digit to its right. They apply this understanding to rounding of large numbers.

Students gain a deeper understanding of the significance of the numeral 10 in the base-ten number system. They extend previous learning to understanding that each digit has a value that is ten times larger than the digit to its right. They apply this understanding to rounding of large numbers.

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 results of comparison.

4.NBT.A.3 Use place value understanding to round multi-digit whole numbers to any place.

MGSE4.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.

MGSE4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.