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.

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.

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

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

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

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

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

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

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

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)_____ .”

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?

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

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 =

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 ==========

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.

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?

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 ==========

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 ==========

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?

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 ==========

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.”

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.

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

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

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

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.

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

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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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.

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

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Lesson 1 Homework

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