Module 1 Lesson 1 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic a: Place...

Module 1 Lesson 1Place Value, Rounding, and Algorithms

for Addition and Subtraction

Topic a: Place value of multi-digit whole numbers4.nbt.1 4 nbt.2 4.oa.1

This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins.The material on which it is based is the intellectual property of Engage NY.

Topic: Place Value of Multi-Digit Whole Numbers

•Objective: Interpret a multiplication equation as a comparison.

Lesson 1

Fluency Practice

– Sprint A

Think!

Take your

mark!

Get set!

Lesson 1

Fluency Practice

– Sprint B

Think!

Take your

mark!

Get set!

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

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44“_____ tens _____ ones is (standard form)_____________ .”

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

== ===

32“_____ tens _____ ones is (standard form)_____________ .”

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

=== ===

33“_____ hundreds _____ ones is (standard form)_________ .”

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

== ===

2 3“_____ thousands _____ hundreds is (standard form)_____ .”

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

== ===

2 3“_____ thousands _____ tens is (standard form)_____ .”

Lesson 1

Place Value Fluency3 Minutes

Thousands Hundreds Tens Ones

== === ===== ====

2 5“_____ thousands _____ hundreds _____tens ____ ones is (standard form)_____ .”

3 4

Lesson 1

Application Problem5 Minutes

Ben has a rectangular area 9 meters long and 6 meters wide. He wants a fence that will go around it as well as grass sod to cover it. How many meters of fence will he need? How many square meters

of grass sod will he need to cover the entire area?

Lesson 1

Concept Development 35 Minutes

Materials: • Base ten disks: ones, tens, hundreds, and

thousands• Personal white boards

Lesson 1

Problem 1

• I am going to draw one unit into the ones place.

• How many units do I have?• What is the name of this unit?

Thousands Hundreds Tens Ones

=

Lesson 1

1 ten is 10 times as many as 1 one.

Problem 1

Thousands Hundreds Tens Ones

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Lesson 1

1 ten is 10 times as many as 1 one.• Count the ones with me. • 1 one• 2 ones• 3 ones• 4 ones• 5 ones• 6 ones• 7 ones• 8 ones • 9 ones• 10 ones

Problem 1Thousands Hundreds Tens Ones

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Lesson 1

1 ten is 10 times as many as 1 one.

• What larger unit can I make?• I change 10 ones for 1 ten.• We say, “1 ten is 10 times as

much as 1 one.” Tell your partner what we say and what that means. Use the model to help you.

Problem 2One hundred is 10 times as much as 1 ten.

Lesson 1

• I am going to draw one unit into the tens place.• How many units do I have?• What is the name of this unit?

Thousands Hundreds Tens Ones

=

Problem 2One hundred is 10 times as much as 1 ten.

Lesson 1

Hundreds Tens Ones

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• Count the tens with me. • 1 ten• 2 tens• 3 tens• 4 tens• 5 tens• 6 tens• 7 tens• 8 tens • 9 tens• 10 tens

Problem 2One hundred is 10 times as much as 1 ten.

Lesson 1

Hundreds Tens Ones

==========

• What larger unit can I make?

• I change 10 tens for 1 one hundred.

• We say, “1 one hundred is 10 times as much as 1 ten.” Tell your partner what we say and what that means. Use the model to help you.

Problem 3Thousands Hundreds Tens Ones

=

One thousand is 10 times as much as 1 hundred.

Lesson 1

• I am going to draw one unit into the hundreds place.• How many units do I have?• What is the name of this unit?

Problem 3

Thousands Hundreds Tens Ones

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One thousand is 10 times as much as 1 hundred.

Lesson 1

• Count the hundreds with me. • 1 hundred• 2 hundreds• 3 hundreds• 4 hundreds• 5 hundreds• 6 hundreds• 7 hundreds• 8 hundreds• 9 hundreds• 10 hundreds

Problem 3Thousands Hundreds Tens Ones

==========

One thousand is 10 times as much as 1 hundred.

Lesson 1

• What larger unit can I make?• I change 10 hundreds for 1 thousand. • We say, “1 thousand is 10 times as much as 1 hundred.”

Problem 3One thousand is 10 times as much as 1 hundred.

Lesson 1

Discuss the patterns you have noticed

with your partner.

Let’s review the multiplication pattern

that matches our models and 10 times

as many words.

Problem 1 ReviewThousands Hundreds Tens Ones

==========

Lesson 1

1 ten is 10 times as many as 1 one.

• 1 ten = 10 x 1 one (1 ten is 10 times as much as 1 one

Problem 2 ReviewOne hundred is 10 times as much as 1 ten.

Lesson 1

Hundreds Tens Ones

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1 hundred = 10 x 1 ten

Problem 3 ReviewThousands Hundreds Tens Ones

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One thousand is 10 times as much as 1 hundred.

Lesson 1

• 1 thousand = 10 x 1 hundred

Problem 4Model on the place value chart and as equations 10 times as much as 2 ones.• Draw place value disks as dots. Because

you are using dots, label your columns with the unit value.

• Represent 2 ones. Solve to find 10 times as many as 2 ones. Work together.

• 10 times as many as 2 ones is?• Explain this number sentence to your

partner using your model. 10 x 2 ones = 20 ones = 2 tens

• Repeat the process with 10 times as many as 4 tens.

Lesson 1

Problem 5Model as an equation 10 times as many as 7 hundreds.• Write an equation and solve for

10 times as many as 7 hundreds.

• Show me your boards. Read your equation.

• Did you read, “10 times 7 hundreds equals 70 hundreds equals 7 thousands”?

10 x 7 hundreds = 70 hundreds = 7 thousands

Lesson 1

Problem Set

10 minutes

Quick finishers can write your

own 10 times as many statements similar to Problems 2 and 5.

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Student Debrief

7 minutes• Check your work by comparing answers with a

partner before we go over this as a class.• What relationship do you notice between the

problem of Matthew’s stamps and 1(a) and 1(b)?• How did Problem 1(c) help you to solve Problem 4

about Jane’s savings?• In Problem 5 which solution proved most difficult to

find? Why?• How does the answer about Sarah’s age and her

grandfather’s age relate to our lesson’s objective?• What are some ways you could model 10 times as

many? What are the benefits and drawbacks of each way of modeling?

• Take 2 minutes to explain to your partner what we learned about the value of each unit as we move from right to left.

Lesson 1

Math JournalWrite and complete the following statements In your math journal:

____ten is _____ times as many as _____ one____ hundred is ____ times as many as ____ ten____ thousand is ____ times as many as _____ hundred

Lesson 1

Exit TicketLesson 1

HomeworkLesson 1

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