4.NBT.2 - About the Math, Learning Targets, and Rigor

Grade 4 Whole Numbers

4.NBT.2

About the Math

Full Standard

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.

 

Measurement Topic

This standard is reported on the report card in these quarters as follows:

4th Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

Report Card Measurement Topic: Demonstrates understanding of number, fraction, and decimal concepts.

 

  
3rd Grade Students Learning 4th Grade Standards
Quarter 1 Quarter 2 Quarter 3 Quarter 4

Report Card Measurement Topic: Demonstrates understanding of number and fraction concepts.

 

 

 

Learning Targets

  • Read and write a number in word form and standard form.
  • Compose and decompose numbers using expanded form and alternatives (i.e. 746 can be decomposed by place value as 700 + 40 + 6. It can also be decomposed as 700 + 46, 600 + 146, 500 + 246, 699 + 56, etc).
  • Compare numbers using place value and symbols.

 

About the Math

Numbers can be represented in various ways. Representations are related. Three forms used in 4th grade include:

Place Value Dice

Standard Form: 463,732
Word Form: Four-hundred-sixty-three thousand, seven-hundred-thirty-two. DO not say AND in between the tens and ones digits. AND is said as the decimal point.
Expanded Form: 400,000 + 60,000 + 3,000 + 700 + 30 + 2

  • Read and write a number in word form and standard form.

Standard form is the form in which we most frequently interact with a number. Students have worked with numbers in standard form since kindergarten. The same is true for word form. Word form is the representation of a number with words. The most frequent use of this form is likely writing checks. 

  • Compose and decompose numbers using expanded form and alternatives (i.e. 746 can be decomposed by place value as 700 + 40 + 6. It can also be decomposed as 700 + 46, 600 + 146, 500 + 246, 699 + 56, etc).

Numbers can be composed in various ways. Expanded form is a recognized way for composing a number. Expanded form has many applications. In grade 4, students leverage it for partial sums and partial products. Numbers can be decomposed in other ways as well. Decomposing numbers in varied ways helps support number sense and computational fluency. Note that expanded form can be written as follows: 3 x 100 + 2 x 10 + 6 for 326, however this is not an expectation at the 4th-grade level.

  • Compare numbers using place value and symbols.

Numbers can be compared through a variety of strategies. Basic and expected comparisons are done via the comparison number of place values and the digit in place values. Students should also reason about comparison using number lines and other place value models. It is wise to incorporate estimation into conversations and lessons about comparison.

Important vocabulary for this standard includes standard form, expanded form, and word form.   

 

 

Progression of Standard within Grade 4

This progression informs how to develop the standard within the grade level. This progression is provided by HCPSS Elementary Mathematics.

Progression Throughout Year
Quarter 1 Quarter 2 Quarter 3 Quarter 4
  • Read and write a number in word form and standard form.
  • Compose and decompose numbers using expanded form and alternatives (i.e. 746 can be decomposed by place value as 700 + 40 + 6. It can also be decomposed as 700 + 46, 600 + 146, 500 + 246, 699 + 56, etc).
  • Compare numbers using place value and symbols.
      

   *Revisit this standard during the year through routines, independent practice, discussions, and other activities.

Progression of this Standard Across Grades

This progression is informed by the Achieve the Core Coherence Map Links to an external site.. Information is not the complete standard.

Progression Across Grades
Grade 2 Grade 5
  • Understand place value through 999 ( 2.NBT.A.1 )
  • Read, write, compare decimals through thousandths ( 5.NBT.3 )

 

 

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Instructional Tasks

TASKS

These tasks can be used with small group or whole group instruction. 

  • Encourage students to write and build numbers using place value disks to help strengthen their understanding reading and representing numbers in expanded form. Prepare a set of cards with numbers like 506, 5,600 and 5,006 and ask students to explain why these amounts are not the same. Place value mats can be printed from the Resources page and students should use multiple representations to read, write, and compare numbers.
  • Provide students with place value manipulatives and pose the following riddle. Rosa has eight place value disks in her bag. The value of her disks is more than 2,000 and less than 2,600. She only used three types of place value disks but uses all of the disks in her bag to build a number. What numbers could Rosa build with her blocks? Allow time for students to investigate and discuss possible solutions.
  • Using the digits 2, 9, and 4, create three different numbers and then order them greatest to least.
  • Can you think of three numbers larger than 496? Justify your answer.
  • When ordering the following numbers, what are three different numbers that could go in the blank? 45, 68, 80, ___, 113, 134
  • Enoch and Jasmine are comparing numbers. Enoch has 92 and Jasmine has 108. Enoch knows that you need to start at the left when comparing numbers. He thinks that his number is bigger because it starts with a 9 and Jasmine’s number starts with a 1. Jasmine argues that her number is larger because she has more digits in her number. Who is correct and why? Use what you know about place value and the value of digits in explaining your answer.
  • Juan and Renaldo each have a 4-digit number that contains the digits 3, 7, 1, and 5. Juan’s number is larger. What could Juan and Renaldo’s numbers be? What are two other numbers they could be.

 

SLIDE-BASED TASKS 

 These links are HCPSS created instructional tasks. These tasks are provided in Google slides. These tasks should be used for inspiration and resources, but instruction should start with students having the opportunity to engage with the math first (often involving physical and/or visual models) followed by discussion and explicit instruction to ensure student understanding.

Module 2 • Number Relationships and Review Basic Facts (2s, 10s, and 5s)

Read, write, represent, and compare numbers; use expanded form, and other ways to represent numbers:

 

 

 

Additional Tasks 

These links provide instructional ideas connected to this standard. [NOTE: NCTM membership required for access to Illuminations lessons.]

quarter ( #cc )

 

 

Tasks From Print Resources

These publications have been provided for each school. They are typically stored in team closets or the media center. Check with your team leader if you cannot find them. 

Print Resources
Book Thumbnail Book Title Grade Pages
Teaching Student-Centered Mathematics 3-5 Close, Far, and in Between, Activity 2.6, Page 45
Expanded Lesson Close, Far, and in Between, Page 72-73
Nimble with Numbers 4-5

31-33

39-40

 

Developing Mathematics with Base Ten

 2-6

18, 19-21,

35-36, 37-38,

41, and 48
 
Math Intervention: Building Number Power 3-5  130-133

Math In Practice

Teaching Fourth-Grade Math

 4 Module 3

 

 

 

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Independent Work

Centers

These print resources can be used during independent or center time. These resources could also be used as lesson seeds.

 

 

INDEPENDENT PRACTICE/HOMEWORK/ASSESSMENT

 These resource sheets can be used for independent practice, homework, or assessment. They are intended to reinforce procedures and concepts. They should not be used as a source of direct instruction or whole-group practice.

 

 

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Assessment

Learning Targets

rubric

  • Read and write a number in word form and standard form.
  • Compose and decompose numbers using expanded form and alternatives (i.e. 746 can be decomposed by place value as 700 + 40 + 6. It can also be decomposed as 700 + 46, 600 + 146, 500 + 246, 699 + 56, etc).
  • Compare numbers using place value and symbols.

 

Learning targets identify what students should be able to do. This rubric can be applied to tasks and observations for assessment and/or grading. 

 

 

Visit the SBIR (Standards Based Instruction and Reporting) tab in Course Essentials for more information and clarification. There you will find the measurement topic crosswalk, report card comments, links to professional learning/resources and guidance.

 

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 This course content is offered under a CC Attribution Non-Commercial Share Alike Links to an external site. license. Content in this course can be considered under this license unless otherwise noted.