# Place Value, Rounding, Addition, and Subtraction

## Objective

Build numbers to 10,000 and write numbers to that place value in standard, unit, and expanded form.

## Common Core Standards

### Core Standards

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• 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.

• 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.

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• 2.NBT.A.1

• 2.NBT.A.2

• 2.NBT.A.3

## Criteria for Success

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1. Make use of the structure of the place value system to extend the counting sequence to 10,000 (MP.7).
2. Understand that 10 of one unit is equivalent to 1 of the next largest unit (e.g., 10 ones is equivalent to 1 ten, 10 hundreds is 1 thousand, etc.).
3. Know the value of each digit in any number up to 10,000.
4. Write numbers up to 10,000 in standard, unit, and (optionally) expanded form.
5. Convert between standard, unit, and (optionally) expanded form when given a number in one of those forms.

## Tips for Teachers

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• The following materials are needed for today's lesson: base ten blocks 1,000 books
• Expanded form, while part of the objective, is optional here. There is a later lesson on writing numbers up to 1 million in expanded form, but after this lesson, students will be expected to be very comfortable with unit form. Thus, if students are struggling with unit form, counting, or representing numbers to 10,000, it may be best to postpone discussing expanded form.
• The Problem Set contains exercises that ask students to write numbers in expanded form. This is an optional part of the lesson, so if you decide to postpone the introduction of expanded form, make sure to make those aspects of the Problem Set optional.
• There is no homework today to allow teachers to build in math routines throughout the first few days of school.

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## Anchor Tasks

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### Problem 1

What number comes after 1,000? What is the next number after 9,999?

#### Guiding Questions

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### Problem 2

1. 1,236 is a number.
• Build the number with base ten blocks or draw a picture to represent it.
• Write it as a sum of hundreds, tens, and ones.
• Write its name in unit form.
1. 5,078 is a number.
• Build the number with base ten blocks or draw a picture to represent it.
• Write it as a sum of hundreds, tens, and ones.
• Write its name in unit form.

#### Guiding Questions

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#### References

Illustrative Mathematics Looking at Numbers Every Which Way

Looking at Numbers Every Which Way, accessed on July 31, 2017, 9:51 a.m., is licensed by Illustrative Mathematics under either the CC BY 4.0 or CC BY-NC-SA 4.0. For further information, contact Illustrative Mathematics.

Modified by The Match Foundation, Inc.

## Problem Set & Homework

• Problem Set Answer Key

#### Discussion of Problem Set

• Look at #7a. How did you write this number in unit, standard, and expanded form?
• Look at #7b. How did you write this number in unit, standard, and expanded form?
• What are the similarities and differences between the different ways we can represent and write a number?

## Target Task

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Fill out the following chart.

 Standard form Unit form Expanded form 5,000 + 400 + 3 8 thousands 6 hundreds 3 tens 2 ones 2,061

### Mastery Response

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## Additional Practice

#### Unit Practice

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