1. Module 1 Lesson 1 Place Value, Rounding, and Algorithms for Addition and Subtraction
Topic a: Place value of multi-digit whole numbers
4.nbt.1 4 nbt.2 4.oa.1
This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins.
The material on which it is based is the intellectual property of Engage NY.

2. Topic: Place Value of Multi-Digit Whole Numbers
Lesson 1
Topic: Place Value of Multi-Digit Whole Numbers
Objective: Interpret a multiplication equation as a comparison.

3. Fluency Practice – Sprint A
Lesson 1
Fluency Practice – Sprint A
Get set!
Take your mark!
Think!

4. Fluency Practice – Sprint B
Lesson 1
Fluency Practice – Sprint B
Get set!
Take your mark!
Think!

5. 4 4 Place Value Fluency ====
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones
==== 4 4
“_____ tens _____ ones is (standard form)_____________ .”

6. 2 3 Place Value Fluency == ===
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones ==
=== 2 3
“_____ tens _____ ones is (standard form)_____________ .”

7. 3 3 Place Value Fluency ===
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones
=== 3 3
“_____ hundreds _____ ones is (standard form)_________ .”

8. 2 3 Place Value Fluency == ===
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones ==
=== 2 3
“_____ thousands _____ hundreds is (standard form)_____ .”

9. 2 3 Place Value Fluency == ===
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones ==
=== 2 3
“_____ thousands _____ tens is (standard form)_____ .”

10. 2 3 5 4 Place Value Fluency == === ===== ====
Lesson 1
Place Value Fluency
3 Minutes
Thousands
Hundreds
Tens
Ones ==
===
=====
==== 2 3 5 4
“_____ thousands _____ hundreds _____tens ____ ones is (standard form)_____ .”

11. Lesson 1
Application Problem
5 Minutes
Ben has a rectangular area 9 meters long and 6 meters wide. He wants a fence that will go around it as well as grass sod to cover it. How many meters of fence will he need? How many square meters of grass sod will he need to cover the entire area?

12. Concept Development Materials:
Lesson 1
Concept Development
35 Minutes
Materials:
Base ten disks: ones, tens, hundreds, and thousands
Personal white boards

13. Problem 1 1 ten is 10 times as many as 1 one.
Lesson 1
1 ten is 10 times as many as 1 one.
I am going to draw one unit into the ones place.
How many units do I have?
What is the name of this unit?
Thousands
Hundreds
Tens
Ones =

14. Problem 1 1 ten is 10 times as many as 1 one. ==========
Lesson 1
1 ten is 10 times as many as 1 one.
Count the ones with me.
1 one
2 ones
3 ones
4 ones
5 ones
6 ones
7 ones
8 ones
9 ones
10 ones
Thousands
Hundreds
Tens
Ones
==========

15. Problem 1 1 ten is 10 times as many as 1 one. ==========
Lesson 1
1 ten is 10 times as many as 1 one.
Thousands
Hundreds
Tens
Ones
==========
What larger unit can I make?
I change 10 ones for 1 ten.
We say, “1 ten is 10 times as much as 1 one.” Tell your partner what we say and what that means. Use the model to help you.

16. Problem 2 = One hundred is 10 times as much as 1 ten.
Lesson 1
One hundred is 10 times as much as 1 ten.
Thousands
Hundreds
Tens
Ones =
I am going to draw one unit into the tens place.
How many units do I have?
What is the name of this unit?

17. Problem 2 ========== One hundred is 10 times as much as 1 ten.
Lesson 1
One hundred is 10 times as much as 1 ten.
Count the tens with me.
1 ten
2 tens
3 tens
4 tens
5 tens
6 tens
7 tens
8 tens
9 tens
10 tens
Hundreds
Tens
Ones
==========

18. Problem 2 ========== One hundred is 10 times as much as 1 ten.
Lesson 1
One hundred is 10 times as much as 1 ten.
What larger unit can I make?
I change 10 tens for 1 one hundred.
We say, “1 one hundred is 10 times as much as 1 ten.” Tell your partner what we say and what that means. Use the model to help you.
Hundreds
Tens
Ones
==========

19. Problem 3 = I am going to draw one unit into the hundreds place.
Lesson 1
One thousand is 10 times as much as 1 hundred.
Thousands
Hundreds
Tens
Ones =
I am going to draw one unit into the hundreds place.
How many units do I have?
What is the name of this unit?

20. Problem 3 ========== Count the hundreds with me. 1 hundred 2 hundreds
Lesson 1
One thousand is 10 times as much as 1 hundred.
Count the hundreds with me.
1 hundred
2 hundreds
3 hundreds
4 hundreds
5 hundreds
6 hundreds
7 hundreds
8 hundreds
9 hundreds
10 hundreds
Thousands
Hundreds
Tens
Ones
==========

21. Problem 3 ========== What larger unit can I make?
Lesson 1
One thousand is 10 times as much as 1 hundred.
Thousands
Hundreds
Tens
Ones
==========
What larger unit can I make?
I change 10 hundreds for 1 thousand.
We say, “1 thousand is 10 times as much as 1 hundred.”

22. Discuss the patterns you have noticed with your partner.
Problem 3
Lesson 1
One thousand is 10 times as much as 1 hundred.
Discuss the patterns you have noticed with your partner.
Let’s review the multiplication pattern that matches our models and 10 times as many words.

23. Problem 1 Review 1 ten is 10 times as many as 1 one.
Lesson 1
1 ten is 10 times as many as 1 one.
Thousands
Hundreds
Tens
Ones
==========
1 ten = 10 x 1 one (1 ten is 10 times as much as 1 one

24. Problem 2 Review ========== 1 hundred = 10 x 1 ten
Lesson 1
One hundred is 10 times as much as 1 ten.
Hundreds
Tens
Ones
==========
1 hundred = 10 x 1 ten

25. Problem 3 Review ========== 1 thousand = 10 x 1 hundred
Lesson 1
One thousand is 10 times as much as 1 hundred.
Thousands
Hundreds
Tens
Ones
==========
1 thousand = 10 x 1 hundred

26. Problem 4
Lesson 1
Model on the place value chart and as equations 10 times as much as 2 ones.
Draw place value disks as dots. Because you are using dots, label your columns with the unit value.
Represent 2 ones. Solve to find 10 times as many as 2 ones. Work together.
10 times as many as 2 ones is?
Explain this number sentence to your partner using your model.
10 x 2 ones = 20 ones = 2 tens
Repeat the process with 10 times as many as 4 tens.

27. Problem 5 Model as an equation 10 times as many as 7 hundreds.
Lesson 1
Problem 5
Model as an equation 10 times as many as 7 hundreds.
Write an equation and solve for 10 times as many as 7 hundreds.
Show me your boards. Read your equation.
Did you read, “10 times 7 hundreds equals 70 hundreds equals 7 thousands”?
10 x 7 hundreds = 70 hundreds = 7 thousands

28. Lesson 1
Problem Set
Quick finishers can write your own 10 times as many statements similar to Problems 2 and 5.
10 minutes

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38. Student Debrief
Lesson 1
7 minutes
Check your work by comparing answers with a partner before we go over this as a class.
What relationship do you notice between the problem of Matthew’s stamps and 1(a) and 1(b)?
How did Problem 1(c) help you to solve Problem 4 about Jane’s savings?
In Problem 5 which solution proved most difficult to find? Why?
How does the answer about Sarah’s age and her grandfather’s age relate to our lesson’s objective?
What are some ways you could model 10 times as many? What are the benefits and drawbacks of each way of modeling?
Take 2 minutes to explain to your partner what we learned about the value of each unit as we move from right to left.

39. Math Journal Write and complete the following statements
Lesson 1
Math Journal
Write and complete the following statements
In your math journal:
____ten is _____ times as many as _____ one
____ hundred is ____ times as many as ____ ten
____ thousand is ____ times as many as _____ hundred

40. Exit Ticket
Lesson 1

41. Lesson 1
Homework

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