4.NBT.1 - About the Math, Learning Targets, and Rigor

Grade 4 Whole Numbers

4.NBT.1

Full Standard

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. * Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.

 

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

  • Identify the place and value of a given digit in a multi-digit number.
  • Explain the value of each digit as ten times the value of the digit to its right.
  • Explain the value of each digit as one-tenth of the value of the digit to its left.
  • Describe patterns found in place value (i.e. 70,000 is ten times 7,000; 7,000 is ten times 700; b/c 10 x 10 is 100, 70,000 must be 100 times 700).
  • Demonstrate place value understanding by working flexibly with numbers (i.e. what is a number between 5,000 and 5,500 with an odd number in the hundreds place, etc.)

About the Math

Our number system is a base ten system. Each place value is ten times as great as the place to its immediate right. So 100 is 10 times the tens place. You can use division to compare place values as well. For example, 7000 ÷ 700 = 10 answers how many groups of 700 are in 7,000. It shows us that the place value to the left is ten times greater than the place value at the right. Also, 7,000 ÷ 10 = 700 showing that 7,000 is ten times more than 700 or that 700 is one-tenth of 7,000. 

 

  • Explain the value of each digit as ten times the value of the digit to its right.

7,000 is ten times 700, which is ten times 70, which is ten times 7. This understanding must be more robust than simply adding zeroes. Students should be able to represent this with models and explain the relationships. 

  • Explain the value of each digit as one-tenth of the value of the digit to its left.

7 is one-tenth of 70, which is one-tenth of 700, which is one-tenth of 7,000. The relationship between place values is different when we consider place values to the immediate left. Again, one can divide or remove zeroes to explain this relationship. However, students should also be able to explain this with place value models including base ten models and place value charts. 

  • Describe patterns found in place value (i.e. 70,000 is ten times 7,000; 7,000 is ten times 700; b/c 10 x 10 is 100, 70,000 must be 100 times 700).

This pattern helps us quickly determine if a number is ten times more than another. We can extend this relationship to 100 times or 1,000 times another number.

  • Demonstrate place value understanding by working flexibly with numbers (i.e. what is a number between 5,000 and 5,500 with an odd number in the hundreds place, etc.)

Understanding place value transcends understanding of ten times or one-tenth times another number. Students have worked with place value and number relationships since first grade. These understandings should be reinforced and applied to the larger numbers examined in 4th grade.

Important vocabulary for this standard includes place value and digit. Visit the online dictionary Links to an external site. for additional vocabulary support.

 

 

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
  • Explain the value of each digit as ten times the value of the digit to its right.
  • Explain the value of each digit as one-tenth of the value of the digit to its left.
  • Describe patterns found in place value (i.e. 70,000 is ten times 7,000; 7,000 is ten times 700; b/c 10 x 10 is 100, 70,000 must be 100 times 700).
     

 *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 )
  • Understand the place value system (5.NBT.1)

 

 

 

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