Grade 4 Mathematics, Quarter 1, Unit 1.

Extending Place Value with Whole Numbers to 1,000,000

Overview
Number of Instructional Days: Content to Be Learned
Recognize that a digit in one place represents ten times that of the place to the right. Read and write multi-digit numbers to 1,000,000 using numerals, number names, and expanded form. Compare two multi-digit whole numbers using <, >, or =. Round multi-digit whole numbers to any place.

10

(1 day = 45-60 minutes)

Mathematical Practices to Be Integrated

1. Make sense of problems and persevere in solving them. 2. 7. Explain the meaning of a problem and look for entry points to its solution. Draw diagrams of important features and relationships Use concrete objects or pictures to help conceptualize and solve a problem. Ask Does this make sense? Reason abstractly and quantitatively. Make sense of quantities. Represent numbers using manipulatives and numerals. Provide a context for the number. Look for and make use of structure. Look for patterns. Shift perspective from number form to expanded form. Recognize the structure of the base-ten system.

Essential Questions
How would you explain the base-ten place value system to another student? What are different ways to represent multidigit whole numbers up to one million? How can you use place value to compare two multi-digit whole numbers and why? How is rounding useful in our everyday lives?

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Written Curriculum
Common Core State Standards for Mathe matical Content Number and Operations in Base Ten2
2

4.NBT

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

Generalize place value understanding for multi-digit whole numbers. 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. For example, recognize that 700 70 = 10 by applying concepts of place value and division. 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. Use place value understanding to round multi-digit whole numbers to any place.

4.NBT.2

4.NBT.3

Common Core Standards for Mathe matical Practice

1 Make sense of problems and persevere in solving them.

Mathematically proficient students start by explaining to themselves the meaning of a problem and looking for entry points to its solution. They analyze givens, constraints, relationships, and goals. They make conjectures about the form and meaning of the solution and plan a solution pathway rather than simply jumping into a solution attempt. They consider analogous problems, and try special cases and simpler forms of the original problem in order to gain insight into its solution. They monitor and evaluate their progress and change course if necessary. Older students might, depending on the context of the problem, transform algebraic expressions or change the viewing window on their graphing calculator to get the information they need. Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends. Younger students might rely on using concrete objects or pictures to help conceptualize and solve a problem. Mathematically proficient students check their answers to problems using a different method, and they continually ask themselves, Does this make sense? They can understand the approaches of others to solving complex problems and identify correspondences between different approaches. 2 Reason abstractly and quantitatively.

Mathematically proficient students make sense of quantities and their relationships in problem situations. They bring two complementary abilities to bear on problems involving quantitative relationships: the ability to decontextualizeto abstract a given situation and represent it symbolically and manipulate the representing symbols as if they have a life of their own, without necessarily attending to their referents and the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

Look for and make use of structure.

Mathematically proficient students look closely to discern a pattern or structure. Young students, for example, might notice that three and seven more is the same amount as seven and three more, or they may sort a collection of shapes according to how many sides the shapes have. Later, students will see 7 8 equals the well remembered 7 5 + 7 3, in preparation for learning about the distributive property. In the expression x2 + 9x + 14, older students can see the 14 as 2 7 and the 9 as 2 + 7. They recognize the significance of an existing line in a geometric figure and can use the strategy of drawing an auxiliary line for solving problems. They also can step back for an overview and shift perspective. They can see complicated things, such as some algebraic expressions, as single objects or as being composed of several objects. For example, they can see 5 3(x y)2 as 5 minus a positive number times a square and use that to realize that its value cannot be more than 5 for any real numbers x and y.

Clarifying the Standards

Prior Learning In grade 1, students began to use the symbols <, >, and = as they compared two-digit numbers. In grade 2, students used expanded notation to read and write numbers to 1,000. In grade 3, students rounded numbers to 10 and 100, and multiplied by multiples of 10. Current Learning This is a critical area of study. By the end of this unit students must have a solid understanding of place value of whole numbers to 1,000,000. They generalize this knowledge through reading, writing, comparing, expanding, and rounding whole numbers to 1,000,000. For numbers over 1,000, start with the developmental level of instruction and move towards drill-and-practice by the end of this unit. In subsequent fourth-grade units, students will use their understanding of place value to solve problems using the four operations. Future Learning In fifth grade, students will generalize this knowledge to decimals and exponents. In middle school, they will use their understanding of place value to work with rational and irrational numbers.

Additional Findings
According to Principles and Standards for School Mathematics, what can be most challenging for students is to develop strategies for judging the relative sizes of numbers. They should understand more deeply the multiplicative nature of a number system, including the structure of 786 as 7 x 100, plus 8 x 10, plus 6 x1 (p. 149). According to Progressions for the Common Core State Standards in Mathematics, K5, Number and Operations in Base Ten, to read numbers between 1,000 and 1,000,000 students need to understand the role of commas. Each sequence of three digits made by commas is read as hundreds, tens, and ones, followed by the name of the appropriate base-thousand unit (thousand, million, billion, trillion, etc.) (p. 12). According to A Research Companion to Principles and Standards for School Mathematics, the written
Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014

place value system is very abstract and can be misleading because the digits in every place look the same. To understand the meaning of the digits in various places, children need to experience with some kind of size-quantity supports (e.g., objects or drawings) that shows tens to be a collection of 10 ones and show hundreds to be simultaneously 10 tens and 100 ones, and so on (p. 78).

Southern Rho de Island Regional Collaborative with pro cess support from T he Charles A. Dana Center at the University o f Texas at Austin Revised 2013-2014