Curriculum / Math / 4th Grade / Unit 1: Place Value, Rounding, Addition, and Subtraction / Lesson 12
Math
Unit 1
4th Grade
Lesson 12 of 19
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Round multi-digit numbers to any place in more complex cases, including those involving real-world contexts and/or assessing the reasonableness of that estimate.
The core standards covered in this lesson
4.NBT.A.3 — Use place value understanding to round multi-digit whole numbers to any place.
The foundational standards covered in this lesson
3.NBT.A.1 — Use place value understanding to round whole numbers to the nearest 10 or 100.
The essential concepts students need to demonstrate or understand to achieve the lesson objective
Suggestions for teachers to help them teach this lesson
This whole lesson provides an excellent opportunity for students to construct viable arguments and critique the reasoning of others regarding when to round and to what level of precision, based on the context of the problem (MP.3). “How close an estimate must be to the actual computation is a matter of context,” and thus “the goal of computational estimation is to be able to flexibly and quickly produce an approximate result that will work for the situation and give a sense of reasonableness” (Van de Walle, p. 195). Thus, these tasks offer an opportunity for a rich discussion where one’s decision about the degree of precision of an estimate should be supported by reasoning.
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Tasks designed to teach criteria for success of the lesson, and guidance to help draw out student understanding
In the year 2015, there were 935,292 visitors to the White House. They each got a map to guide them around. The National Park Service, who manages White House tours, thinks that they can round to the nearest thousand to decide about how many maps to order for next year. Is the National Park Service's estimate reasonable? Explain.
Grade 4 Mathematics > Module 1 > Topic C > Lesson 10 of the New York State Common Core Mathematics Curriculum from EngageNY and Great Minds. © 2015 Great Minds. Licensed by EngageNY of the New York State Education Department under the CC BY-NC-SA 3.0 US license. Accessed Dec. 2, 2016, 5:15 p.m..
The Drama Club at Lincoln Elementary School raised $2,183 in a fundraiser for their upcoming play. How would you estimate how much money the Drama Club has to fund their play? Explain.
Problem Set
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A task that represents the peak thinking of the lesson - mastery will indicate whether or not objective was achieved
Yankee Stadium can hold 54,251 people. The Yankees decide to give out a free baseball card to every person who is attending a sold-out game. They round the number of people to the nearest thousand to determine how many baseball cards they should plan to give out. Do you think their estimate is reasonable? Why or why not? Explain.
A hospital used 192,538 gloves in one month. They are trying to decide how many gloves to order for the next month. Round the number to help the hospital decide how many gloves to order for the next month. Explain why your estimate is reasonable.
An example response to the Target Task at the level of detail expected of the students.
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.
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Lesson 11
Lesson 13
Topic A: Place Value of Multi-Digit Whole Numbers
Review place value understanding for numbers within 1,000.
4.NBT.A.1 4.NBT.A.2 4.NBT.A.3 4.NBT.B.4
Build numbers to 10,000 and write numbers to that place value in standard, unit, and expanded form.
4.NBT.A.1 4.NBT.A.2
Model and write numbers to 10,000 with more than 9 of any unit in standard and unit form.
4.NBT.A.1 4.NBT.A.2 4.NBT.B.4
Build numbers to 1,000,000 and write numbers to that place value in standard and unit form.
Multiply and divide single units by 10. Recognize that a digit represents 10 times the value of what it represents in the place to its right.
4.NBT.A.1
Multiply and divide multiple units by 10. Apply the property of “ten times greater” in the context of problems.
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Topic B: Reading, Writing, and Comparing Multi-Digit Whole Numbers
Read and write multi-digit numbers using base-ten numerals, number names, and expanded form.
4.NBT.A.2
Locate multi-digit numbers on a number line and explain their placement.
4.NBT.A.2 4.NBT.A.3
Compare numbers based on the meanings of the digits using >, <, or = to record the comparison.
Topic C: Rounding Multi-Digit Whole Numbers
Round multi-digit numbers to their largest place.
4.NBT.A.3
Round multi-digit numbers to any place.
Topic D: Multi-Digit Whole-Number Addition and Subtraction
Fluently add multi-digit whole numbers using the standard algorithm involving up to two compositions. Solve one-step word problems involving addition.
4.NBT.B.4
Fluently add multi-digit whole numbers using the standard algorithm involving multiple compositions. Solve one-step word problems involving addition.
Solve multi-step word problems involving addition, using rounding to assess the reasonableness of answers.
4.NBT.B.4 4.OA.A.3
Fluently subtract multi-digit whole numbers using the standard algorithm involving up to two decompositions. Solve one-step word problems involving subtraction.
Fluently subtract multi-digit whole numbers using the standard algorithm involving multiple decompositions. Solve one-step word problems involving subtraction.
Solve multi-step word problems involving subtraction, using rounding to assess the reasonableness of answers.
Solve multi-step word problems involving addition and subtraction, using rounding to assess the reasonableness of answers.
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