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WHOLE NUMBERS

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**Standard Form Compensation Compatible Numbers Expanded Form**

Key Words Standard Form Compensation Compatible Numbers Expanded Form Place Value Front – End Rounding

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

thousand hundred ten one Place Value In the base ten number system, each place has ten times the value of the place to its right.

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

Describe using words or drawing blocks the following numbers:

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

Describe using words or drawing blocks the following numbers:

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

Learn Alberta Site – Type in a number and it will display using blocks.

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

More on Place Value Large whole numbers are arranged in groups of threes called periods. Each period has a hundred(s), ten(s) and one(s) position. See the number below as an example. The 8 is in the tens position, the 5 is in the ten-thousands position.

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**Challenge Information**

Student Outcome: I can describe numbers less than 0 Decimal numbers are also arranged in groups of threes called periods. Each period has a ten(th), hundred(th) and thousand(th) position. See the number below as an example. The 2 is in the hundredths position, the 5 is in the hundred-millionths position.

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**Numbers to 100 000 Student Outcome: I can describe numbers to 100 000**

Site showing place values and intro to standard form.

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**Numbers to 100 000 Textbook Practice Page 38 #2, 3, 4, 5, 7**

Student Outcome: I can describe numbers to Textbook Practice Page 38 #2, 3, 4, 5, 7

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Numbers to Student Outcome: I can describe numbers to AIM for

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Exploring One Million Student Outcome: I can describe numbers to

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Exploring One Million Student Outcome: I can describe numbers to Explain the following: = 1000 thousands $ = ten thousand $100 bills min is about 2 years € (cents) = $10 000

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**Exploring One Million Textbook Practice Page 41 #1,2,3 Page 42 #5,6,7**

Student Outcome: I can describe numbers to Textbook Practice Page 41 #1,2,3 Page 42 #5,6,7

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Representing Numbers Student Outcome: I can describe whole numbers in different ways Place the digit in the proper place value cell to complete the number. 652 89 045

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**Representing Numbers Standard Form Shows the written number 3 864**

Student Outcome: I can describe whole numbers in different ways Standard Form Shows the written number 3 864 Expanded Form Shows a number as a sum of the values of its digits (3x1000) + (8x100) + (6x10) + (4x1)

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Representing Numbers Student Outcome: I can describe whole numbers in different ways Show these numbers using expanded form 652 89 045

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Representing Numbers Student Outcome: I can describe whole numbers in different ways Example In the number 1 329: the one is in the thousands position the three is in the hundreds position the two is in the tens position the nine is in the ones position.

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Representing Numbers Student Outcome: I can describe whole numbers in different ways Place Value Calculator Learn Alberta Interactive Block and expanded form site

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**Representing Numbers Textbook Practice Page 45 # 3,6,7**

Student Outcome: I can describe whole numbers in different ways Textbook Practice Page 45 # 3,6,7 Page 46 # 8,10,12,13 Page 47 #14

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**Estimating Sums How can you find the answer to 459 + 201 =**

Student Outcome: I can use different ways to estimate when adding How can you find the answer to = Front – End Rounding Using the first digit from each number to get an estimate Compatible Numbers Using multiples of 10, to make a number easier to add Compensation Rounding a number up then the next number down

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**Estimating Sums Front – End Rounding**

Student Outcome: I can use different ways to estimate when adding Front – End Rounding Using the first digit from each number to get an estimate Examples: = = (first digit in each number) = = 72 x 23 = 70 x 20 = 1400 =

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**Estimating Sums Compatible Numbers**

Student Outcome: I can use different ways to estimate when adding Compatible Numbers Using multiples of 10,100 to make a number easier to add Examples: = = (multiples of 10) 27 x 41 = 30 x 40 = (multiples of 10) = = (multiples of 100) =

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**Estimating Sums Compensation Rounding a number up then the next down**

Student Outcome: I can use different ways to estimate when adding Compensation Rounding a number up then the next down Example: = = (down) (up) (down) (up) = =

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Estimating Sums Student Outcome: I can use different ways to estimate when adding Math Live – Front-end Rounding – Compatible Numbers

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**Estimating Sums Textbook Practice Page 51 #1,4a,b,7,8**

Student Outcome: I can use different ways to estimate when adding Textbook Practice Page 51 #1,4a,b,7,8 Page 52 #10,11,12

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**Using Benchmarks to Estimate**

Student Outcome: I can use benchmarks of 10’s, 100’s, 1000’s, ’s Benchmark Definition A benchmark is something (for example a number) that serves as a reference to which something else (another number) may be compared. The most common use for benchmarks is in estimation. Example: Is 258 closer to 250 or 260? Is 258 closer to 200 or 300? Is closer to or ? Is closer to or ?

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**Using Benchmarks to Estimate**

Student Outcome: I can use benchmarks of 10’s, 100’s, 1000’s, ’s Medicine Hat’s Population 2009 61,097 What kind of benchmark would you use to describe Medicine Hat’s Population? Medicine Hat’s Population for the year 2009 is ……………..?

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**Using Benchmarks to Estimate**

Student Outcome: I can use benchmarks of 10’s, 100’s, 1000’s, ’s Benchmarks - percent

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**Using Benchmarks to Estimate**

Student Outcome: I can use benchmarks of 10’s, 100’s, 1000’s, ’s Textbook Practice Page 55 #1, 2, 3a,b, 4a,b, 5a,b Page 56 #6, 9, 11

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**Estimating Differences**

Student Outcome: I can use different ways to estimate when subtracting How can you find the answer to = Front – End Rounding Using the first digit from each number to get an estimate Compatible Numbers Using multiples of 10, to make a number easier to add Compensation Rounding a number up then the next number down

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**Estimating Differences**

Student Outcome: I can use different ways to estimate when subtracting How can you find the answer to = Front – End Rounding Using the first digit from each number to get an estimate = 1 000 OR Look at the last 3 digits of each number (to be more accurate) = = = 1 700

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**Estimating Differences**

Student Outcome: I can use different ways to estimate when subtracting How can you find the answer to = Compatible Numbers Using multiples of 10, to make a number easier to add 3 818 = 3 800 2 079 = – = 2 700 OR to be more accurate 3 818 = 3 820 2 079 = – = 1740

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**Estimating Differences**

Student Outcome: I can use estimation strategies to subtract Textbook Practice Page 58 #1ab,2ab,3ab,4 Page 59 #5,6,7

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**Using Estimation to Check Answers**

Student Outcome: I can use estimation to check my work Mr. Bosch earned $34.00, $120.00 and $ About how much did he earn? What strategies can you use to solve this answer?

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**Using Estimation to Check Answers**

Student Outcome: I can use estimation to check my work Practice Page 62 #1cd,2cd,5,7 Page 63 #9,10,13

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**Strategies Toolkit Practice Page 65 #1,2**

Student Outcome: I can understand a problem and pick a way to solve it Practice Page 65 #1,2

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**Show What You Know Textbook Page 66 #2, 3a,b, 4a,b, 5a,b, 6, 7a,b, 8**

Student Outcome: I will solve questions using ways I learned in unit 2 Textbook Page 66 #2, 3a,b, 4a,b, 5a,b, 6, 7a,b, 8 Page 67 #9, 10, 12, 13

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Welcome to Math with Mrs. Cross

Welcome to Math with Mrs. Cross

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