1. 1. What is base ten? How would you use it in division?
4.M.NBT.01 I can determine that a digit in one place represents ten times what it represents in the place to its right.
Essential Questions:
1. What is base ten? How would you use it in division?

2. Are you smarter than a 4th grader?
Re-introduction to Place Value

3. With a partner, use your base-10 blocks to build these two numbers.

4. Your models should look like this…
Take a minute to reflect: What do you notice about the similarities and differences between the two numbers?
Now pair-share.

5. Now with your partner, create your own set of numbers (same digits arranged differently) and be prepared to tell the class how they are similar and different. (We will be using them later, so keep them handy.)
Vocabulary introduction: When we have more than one of a base-ten block tool, we refer to it as a set. So the number below has two sets of hundreds (flats), four sets of tens (rods), and one set of ones (cubes).

6. Now it’s your turn…
With the models you created, take turns with your partner using the vocabulary to describe your number.
Example: “My number has two sets of hundreds, four sets of tens, and one set of ones.”

7. So the next question is…
How is the 3 in the number 382 similar to and different from the 3 in 903?
Did you say…
One is 3 hundreds and the other is 3 ones and they both represent 3 sets of a place value?

8. So what about this number
So what about this number? Build it and think to yourself…(what is the relationship between the different tools?) Teacher, spend extra time here allowing students to make their own connections.
222
Did your model look like this?
Think – Pair – Share Time!!

9. Art time! In your math journals, draw a place value diagram like the one shown below:
Now do your best drawing of four one-cubes in the column labeled O (ones), four ten-rods in the T column, and so on.
In the space below each column, write the number that the picture represents.
What do you notice about how the numbers are related to each other?

10. EACH NUMBER IS 10 TIMES THE NUMBER BEFORE IT!
Yes, you guessed it! Each tool is 10x the value to its right! You never knew numbers could be so fun!
If we write the numbers in sequence (please write them on the next line of your math journal), it would look like this…
,000
What would the next three numbers in that sequence be? Remind me again class…how are they related?
EACH NUMBER IS 10 TIMES THE NUMBER BEFORE IT!

11. Now let’s take our understanding and go forward…
Think about this equation for a bit…
20 x 10 = 200
What does this really mean? Share your thoughts with a partner. Let’s write all of the ideas we come up with on the board.

12. Now, how can we extend that thinking to a two-digit number that doesn’t end in zero?
For example: Why is the following problem true? (think about our base-ten/place value chart activity) 39 x 10 = 390

13. One of the most exciting things about math is looking for patterns.
Study the pattern below. In your math journal, write down the next problem in the pattern.
4 x 8 = 32
40 x 8 = 320
400 x 8 = 3200
Find someone at a different table to compare answers with. Did you get the same answer? (Pay attention to the zeros!) If not, use your understanding to prove why your answer is right.

14. Exit question: On a sticky note, write down why it’s important to understand what each digit actually stands for when doing multi-digit multiplication/division. Stick it to the doorway as you leave class.