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

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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TASKS

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

• Gather enough of one item (units, digit blocks, unifix cubes, dried beans or cereal for students to count). Show students any quantity with 1,000 to 3,000 items in one pile. Have students make and record estimates of how many they think are in the pile. Discuss how students determined their estimates and ask if it would be efficient for one person to count the total number of items in the pile? Once students have agreed that several groups should work together to count the pile, allow students to begin working in groups to discover their own ways to accurately count the items. Circulate around while students are working and facilitate discussions. (For example - How might bundling a certain amount help ensure we are counting efficiently?, Is it easier to create bundles of 10 or 100?, Can groups of 10 be made into groups? What is 10 groups of 10 called?). Stop students as they are working and ask the entire group if they want to adjust their estimates based on how many items their group counted so far. When all bundles are made, record how many each group counted on the board (15 hundreds + 7 tens + 5 ones) and find the accurate value. In this activity, it is important to use a groupable model so that students can see how the 10 groups of 100 are the same as the 1,000 individual items. This connection is often lost in the simple display of thousand in the cube of the pre-grouped base-ten models.
• Ask students to rename the following numbers in different ways. Use the ideas provided as an example. 2,100 can be written as 21 hundreds or 210 tens. If students are ready for an extension, ask them to write more challenging numbers in different ways. For example, 49,132 could be written as 49 thousands, + 1 hundreds + 32 ones.
• What is the relationship between the digits in this number? (e.g., 777, etc.)
• How would adding a 0 to the end of a number affect the value of the digits? (e.g., 75 becoming 750)
• Ask students to show 523 in two different ways. Use base ten blocks or a place value chart to show examples. (See example to the right.)
• How do you think place value connects to other math operations? (e.g., Explore the relationship between place value and multiplication/division.)
• Jill created a number using 15 base ten blocks. Using the same number of blocks, what other numbers could Jill make?
• How many different ways can you use base ten blocks to show 293?

 

 

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.

 

 

Additional Tasks 

  These links provide instructional ideas connected to this standard. 

• What Comes Next? Links to an external site. (Georgia Department of Education, pg.13-16)
• Relative Value of Places  Links to an external site.(Georgia Department of Education, pg.17-21)
• 10x Bigger Links to an external site. (OER Commons lesson plan)
• M&Ms_place_value_4nbt1.doc Download M&Ms_place_value_4nbt1.doc (Sarah Hicks, Veterans)
• Newspapers_4nbt1.doc Download Newspapers_4nbt1.doc (Cache County, Utah lesson plan)
• MathsBot online Place Value Chart Links to an external site.

 

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 Image	Book Title	Grade	Pages
	Teaching Student-Centered Mathematics	3-5	What Comes Next, Activity 2.8, Page 48 Collecting 10,000, Activity 2.9, Page 50 Showing 10,000, Activity 2.10 Page 50 How Long?/How Far?, Activity 2.11, Page 50
	Ground Works Reasoning With Numbers	5	1-7 (Mystery Number)
	Nimble with Numbers	4-5	31-33
	Developing Mathematics with Base Ten	2-6	18,19-21, 35-36, 37-38, 41 and 48
	Math Intervention: Building Number Power	3-5
	Math In Practice Teaching Fourth-Grade Math	4	Module 3

 

 

 

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Centers

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

• Place Value Cups  Download Place Value Cups 
  (print resource-pictured)
• Number_of_the_Day_Grade4-5.zip Download Number_of_the_Day_Grade4-5.zip (graphic organizers)

 

 

 

 

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.

• Shifting Digits Links to an external site.
• Identify Place Value Relationship: Ten Times Greater Links to an external site.
• Identify and Explain Place Value Relationship: Ten Times Greater Links to an external site.
• Explain Place Value Relationship: Ten Times Greater Links to an external site.
• Explain Place Value Relationship: Ten Times Greater_2 Links to an external site.
• Explain Place Value Relationship: Ten Times Greater_3 Links to an external site.
• Use Multiplication and Division to Show Relationships Between Numbers Links to an external site.

 

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Learning Targets

• 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 more than 7,000; 7,000 is ten times more than 700; b/c 10 x 10 is 100, 70,000 must be 100 times more than 700).

 

 

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

Rubric for Tasks Links to an external site.

 

 

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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