Place Value, Rounding, Addition, and Subtraction

Lesson 8

Math

Unit 1

4th Grade

Lesson 8 of 19

Objective


Locate multi-digit numbers on a number line and explain their placement.

Common Core Standards


Core Standards

  • 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 digits in each place, using >, =, and < symbols to record the results of comparisons.
  • 4.NBT.A.3 — Use place value understanding to round multi-digit whole numbers to any place.

Foundational Standards

  • 2.MD.B.6

Criteria for Success


  1. Understand that a number line represents numbers as lengths/distances from 0 using equally spaced tick marks or points (e.g., understand that the tick mark labeled “eight” means the distance covered by 8 length-units, rather than just the eighth length-unit).
  2. Understand the convention that a point/mark in a certain position is used to represent a number.
  3. Identify missing numbers on a number line by determining the interval (i.e., the distance between tick marks) and counting intervals up or back from a known position.
  4. Identify and represent whole numbers on a number line diagram including:
  • Those with and without intervals (i.e., “open” number lines)
  • Those with intervals marked but not labeled
  • Those not starting at 0
  • Those with intervals greater than 1
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Anchor Tasks


Problem 1

a.   Look at the number line below:

Based on where 0 and 100 are, what number do you think the question mark is on? Explain your choice.

b.   Look at the number line below: 

Based on where 0 and 1,000 are, what number do you think the question mark is on? Explain your choice.

Guiding Questions

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References

John A. Van de Walle Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II)Activity 10.2

Van de Walle, John A. Teaching Student-Centered Mathematics: Developmentally Appropriate Instruction for Grades 3-5 (Volume II). Pearson, 2nd edition, 2013.

Modified by Fishtank Learning, Inc.

Problem 2

a.   What is the location of the following point?

b.   What is the location of the following point?

Guiding Questions

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Problem 3

a.   Plot 27,361 on a number line from 27,360 to 27,370.

b.   Plot 27,361 on a number line from 27,300 to 27,400.

c.   Plot 27,361 on a number line from 27,000 to 28,000.

d.   Plot 27,361 on a number line from 20,000 to 30,000.

Guiding Questions

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Problem Set


Answer Keys

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Discussion of Problem Set

  • What’s different about the values in #2(a) and (b)? How is that difference represented on the number line? 
  • Look #3. How did you decide what to make your number lines look like to place 156,780 on them? How do your number lines look similar and different (to each other and to other students’ number lines)?
  • Look at #6. How did you determine where each value would go? 
  • What values fit both criteria in #9? How did you figure that out?

Target Task


Problem 1

Label all the other tick marks between 4,610 and 4,620. Then plot 4,618.

Problem 2

Plot 4,600 and 4,700 on the two outermost spots on the number line below. Label the rest of the tick marks. Then plot 4,618.

Problem 3

Plot 4,000 and 5,000 on the two outermost spots on the number line below. Label the rest of the tick marks. Then plot 4,618.

Student Response

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Additional Practice


The Extra Practice Problems can be used as additional practice for homework, during an intervention block, etc. Daily Word Problems and Fluency Activities are aligned to the content of the unit but not necessarily to the lesson objective, therefore feel free to use them anytime during your school day.

Extra Practice Problems

Answer Keys

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Word Problems and Fluency Activities

Word Problems and Fluency Activities

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Lesson 7

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Lesson 9

Lesson Map

A7CB09C2-D12F-4F55-80DB-37298FF0A765

Topic A: Place Value of Multi-Digit Whole Numbers

Topic B: Reading, Writing, and Comparing Multi-Digit Whole Numbers

Topic C: Rounding Multi-Digit Whole Numbers

Topic D: Multi-Digit Whole-Number Addition and Subtraction

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