NA3-4: Know how many tenths, tens, hundreds, and thousands are in whole numbers.
This means students will develop a multiplicative view of whole number place value that involves more than knowing the significance of the position of digits in a whole number, for example In 239 456 the 3 means three ten thousands. Strategies for computation require a nested view of place value and understanding the scaling effect as digits move to the right and left in place value. This means that nested in the thousands are hundreds, tens and ones in the same way that nested in the tens are ones and tenths, for example 239 456 has 23 ten thousands, 2394 hundreds, and 23 945 tens, etc. An understanding of nested place value is best demonstrated by calculations where place value units must be constructed by combining or decomposing other place value units. For example, calculations like 2 004 - 700 = may require students to think of 1000 as ten hundreds. At Level Three students should connect the multiplicative value of the places, for example one hundred thousand is ten times as much as ten thousand, and one hundred is the result of dividing one thousand by ten. They should know the effect of multiplying and dividing by ten - 4200 is ten times more than 420 and 43 divided by ten is 4.3.
- Create groupings of tens, hundreds, thousands, and tens of thousands.
- Read and write large whole number money amounts up to the value of 100 trillion.
- Make sensible estimates for sums that are greater than / less than $10, $100, and $1000.
- Find the sum of collections of $1, $10, $100, $1000, and $10300
represent decimal numbers in a variety of ways
show an understanding of place value for 4 digit numbers
- Students will be able to create an “accordion” model of place value.
- Students will be able to accurately read large numbers and relate a place value house name to a power of 10.
explore place value with abacus and place value blocks
write a decimal in expanded form, and vice versa
shade in tenths
identify digits in the tenths column
convert improper fractions involving tenths to both a mixed number and a decimal
add and subtract a tenth from a number
identify a number on a number line marked in tenths
divide by multiples of ten
use rounding to make sensible estimations for addition problems
Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.
add and subtract the numbers 1, 10, 100 and 1000 to four digit numbers
round to the nearest ones or tens numbers
round to the nearest dollar
use multiplication facts to solve problems
use letter symbols in an equation
multiply single digits by 10 and 100
use rounding to estimate multiplication problems
explain tenths and hundredths place value (Problem 1)
identify faces, vertices, edges on three dimensional shapes (Problem 2)
compare graphs for representing informations (Problem 3)
solve problems involving capacities (Problem 4)
add together numbers in ones, tens, hundreds, and thousands.
divide numbers by 10 and 100
- Explain face, place and total value of numbers.
- Solve 3-digit subtraction problems.
- Devise and use problem solving strategies (guess and check, think logically).
Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.
- Students will be able to model their place value understanding by creating a whole number counting frame.
- Students will be able to demonstrate their understanding of decimal place value by modeling large numbers on counting frames.
round to the nearest 10c or 5c
use mental strategies (eg estimating) to add thousands numbers