Math g4 m1 Full Module

New York State Common Core
4
GRADE
Mathematics Curriculum
GRADE 4 • MODULE 1
Table of Contents
Place Value, Rounding, and Algorithms for Addition and
Subtraction
Module Overview .......................................................................................................... 2
Topic A: Place Value of Multi-Digit Whole Numbers................................................... 20
Topic B: Comparing Multi-Digit Whole Numbers ........................................................ 78
Topic C: Rounding Multi-Digit Whole Numbers ........................................................ 107
Mid-Module Assessment and Rubric ........................................................................ 153
Topic D: Multi-Digit Whole Number Addition ........................................................... 160
Topic E: Multi-Digit Whole Number Subtraction ...................................................... 188
Topic F: Addition and Subtraction Word Problems ................................................... 242
End-of-Module Assessment and Rubric ................................................................... 276
Answer Key ................................................................................................................ 284
Module 1: Place Value, Rounding, and Algorithms for Addition and Subtraction
1
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview Lesson
4 1
Grade 4 • Module 1
Place Value, Rounding, and Algorithms
for Addition and Subtraction
OVERVIEW
In this 25-day Grade 4 module, students extend their work with whole numbers. They begin with large
numbers using familiar units (hundreds and thousands) and develop their understanding of millions by
building knowledge of the pattern of times ten in the base ten system on the place value chart (4.NBT.1).
They recognize that each sequence of three digits is read as hundreds, tens, and ones followed by the naming
of the corresponding base thousand unit (thousand, million, billion). 1
The place value chart is fundamental to Topic A. Building upon their
previous knowledge of bundling, students learn that 10 hundreds can
be composed into 1 thousand, and therefore, 30 hundreds can be
composed into 3 thousands because a digit’s value is 10 times what it
would be one place to its right (4.NBT.1). Students learn to recognize
that in a number such as 7,777, each 7 has a value that is 10 times the
value of its neighbor to the immediate right. One thousand can be
decomposed into 10 hundreds; therefore 7 thousands can be
decomposed into 70 hundreds.
Similarly, multiplying by 10 shifts digits one place to the left, and dividing by 10 shifts digits one place to the
right.
3,000 = 10 × 300 3,000 ÷ 10 = 300
In Topic B, students use place value as a basis for comparing whole numbers. Although this is not a new
concept, it becomes more complex as the numbers become larger. For example, it becomes clear that 34,156
is 3 thousands greater than 31,156.
34,156 > 31,156
Comparison leads directly into rounding, where their skill with isolating units is applied and extended.
Rounding to the nearest ten and hundred was mastered with three-digit numbers in Grade 3. Now, Grade 4
students moving into Topic C learn to round to any place value (4.NBT.3), initially using the vertical number
line though ultimately moving away from the visual model altogether. Topic C also includes word problems
where students apply rounding to real life situations.
1 Grade 4 expectations in the NBT standards domain are limited to whole numbers less than or equal to 1,000,000.
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NYS COMMON CORE MATHEMATICS CURRICULUM Module Overview 4 1
In Grade 4, students become fluent with the standard algorithms for addition and subtraction. In Topics D
and E, students focus on single like-unit calculations (ones with ones, thousands with thousands, etc.), at
times requiring the composition of greater units when adding (10 hundreds are composed into 1 thousand)
and decomposition into smaller units when subtracting (1 thousand is decomposed into 10 hundreds)
(4.NBT.4). Throughout these topics, students apply their algorithmic knowledge to solve word problems.
Students also use a variable to represent the unknown quantity.
The module culminates with multi-step word problems in Topic F (4.OA.3). Tape diagrams are used
throughout the topic to model additive compare problems like the one exemplified below. These diagrams
facilitate deeper comprehension and serve as a way to support the reasonableness of an answer.
A goat produces 5,212 gallons of milk a year.

A cow produces 17,279 gallons of milk a year.
How much more milk does a goat need to produce to make the
same amount of milk as a cow?
17,279 – 5,212 = ________
A goat needs to produce _______ more gallons of milk a year.
The Mid-Module Assessment follows Topic C. The End-of-Module Assessment follows Topic F.
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Notes on Pacing—Grade 4
Module 1
If pacing is a challenge, consider omitting Lesson 17 since multi-step problems are taught in Lesson 18.
Instead, embed problems from Lesson 17 into Module 2 or 3 as extensions. Since multi-step problems are
taught in Lesson 18, Lesson 19 could also be omitted.
Module 2
Although composed of just five lessons, Module 2 has great importance in the Grade 4 sequence of modules.
Module 2, along with Module 1, is paramount in setting the foundation for developing fluency with the
manipulation of place value units, a skill upon which Module 3 greatly depends. Teachers who have taught
Module 2 prior to Module 3 have reportedly moved through Module 3 more efficiently than colleagues who
have omitted it. Module 2 also sets the foundation for work with fractions and mixed numbers in Module 5.
Therefore, it is not recommended to omit any lessons from Module 2.
To help with the pacing of Module 3’s Topic A, consider replacing the Convert Units fluencies in Module 2,
Lessons 13, with area and perimeter fluencies. Also, consider incorporating Problem 1 from Module 3, Lesson
1, into the fluency component of Module 2, Lessons 4 and 5.
Module 3
Within this module, if pacing is a challenge, consider the following omissions. In Lesson 1, omit Problems 1
and 4 of the Concept Development. Problem 1 could have been embedded into Module 2. Problem 4 can be
used for a center activity. In Lesson 8, omit the drawing of models in Problems 2 and 4 of the Concept
Development and in Problem 2 of the Problem Set. Instead, have students think about and visualize what
they would draw. Omit Lesson 10 because the objective for Lesson 10 is the same as that for Lesson 9. Omit
Lesson 19, and instead, embed discussions of interpreting remainders into other division lessons. Omit
Lesson 21 because students solve division problems using the area model in Lesson 20. Using the area model
to solve division problems with remainders is not specified in the Progressions documents. Omit Lesson 31,
and instead, embed analysis of division situations throughout later lessons. Omit Lesson 33, and embed into
Lesson 30 the discussion of the connection between division using the area model and division using the
algorithm.
Look ahead to the Pacing Suggestions for Module 4. Consider partnering with the art teacher to teach
Module 4’s Topic A simultaneously with Module 3.
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Module 4
The placement of Module 4 in A Story of Units was determined based on the New York State Education
Department Pre-Post Math Standards document, which placed 4.NF.5–7 outside the testing window and
4.MD.5 inside the testing window. This is not in alignment with PARCC’s Content Emphases Clusters
(http://www.parcconline.org/mcf/mathematics/content-emphases-cluster-0), which reverses those priorities,
labeling 4.NF.5–7 as Major Clusters and 4.MD.5 as an Additional Cluster, the status of lowest priority.
Those from outside New York State may want to teach Module 4 after Module 6 and truncate the lessons
using the Preparing a Lesson protocol (see the Module Overview, just before the Assessment Overview). This
would change the order of the modules to the following: Modules 1, 2, 3, 5, 6, 4, and 7.
Those from New York State might apply the following suggestions and truncate Module 4’s lessons using the
Preparing a Lesson protocol. Topic A could be taught simultaneously with Module 3 during an art class.
Topics B and C could be taught directly following Module 3, prior to Module 5, since they offer excellent
scaffolding for the fraction work of Module 5. Topic D could be taught simultaneously with Module 5, 6, or 7
during an art class when students are served well with hands-on, rigorous experiences.
Keep in mind that Topics B and C of this module are foundational to Grade 7’s missing angle problems.
Module 5
For Module 5, consider the following modifications and omissions. Study the objectives and the sequence of
problems within Lessons 1, 2, and 3, and then consolidate the three lessons. Omit Lesson 4. Instead, in
Lesson 5, embed the contrast of the decomposition of a fraction using the tape diagram versus using the area
model. Note that the area model’s cross hatches are used to transition to multiplying to generate equivalent
fractions, add related fractions in Lessons 20 and 21, add decimals in Module 6, add/subtract all fractions in
Grade 5’s Module 3, and multiply a fraction by a fraction in Grade 5’s Module 4. Omit Lesson 29, and embed
estimation within many problems throughout the module and curriculum. Omit Lesson 40, and embed line
plot problems in social studies or science. Be aware, however, that there is a line plot question on the End-of-
Module Assessment.
Module 6
In Module 6, students explore decimal numbers for the first time by means of the decimal numbers’
relationship to decimal fractions. Module 6 builds directly from Module 5 and is foundational to students’
Grade 5 work with decimal operations. Therefore, it is not recommended to omit any lessons from Module 6.
Module 7
Module 7 affords students the opportunity to use all that they have learned throughout Grade 4 as they first
relate multiplication to the conversion of measurement units and then explore multiple strategies for solving
measurement problems involving unit conversion. Module 7 ends with practice of the major skills and
concepts of the grade as well as the preparation of a take-home summer folder. Therefore, it is not
recommended to omit any lessons from Module 7.
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Focus Grade Level Standards

Use the four operations with whole numbers to solve problems. 2
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
answers using the four operations, including problems in which remainders must be
interpreted. Represent these problems using equations with a letter standing for the
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Generalize place value understanding for multi-digit whole numbers. (Grade 4 expectations
are limited to whole numbers less than or equal to 1,000,000.)
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times what it
represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying
concepts of place value and division.
2
Only addition and subtraction multi-step word problems are addressed in this module. The balance of this cluster is addressed in
Modules 3 and 7.
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4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names, and
expanded form. Compare two multi-digit numbers based on meanings of the digits in each
place, using >, =, and < symbols to record the results of comparisons.
4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
Use place value understanding and properties of operations to perform multi-digit

arithmetic. 3
4.NBT.4 Fluently add and subtract multi-digit whole numbers using the standard algorithm.
Foundational Standards
3.OA.8 Solve two-step word problems using the four operations. Represent these problems using
equations with a letter standing for the unknown quantity. Assess the reasonableness of
answers using mental computation and estimation strategies including rounding. 4
3.NBT.1 Use place value understanding to round whole numbers to the nearest 10 or 100.
3.NBT.2 Fluently add and subtract within 1000 using strategies and algorithms based on place value,
properties of operations, and/or the relationship between addition and subtraction.
Focus Standards for Mathematical Practice

MP.1 Make sense of problems and persevere in solving them. Students use the place value chart
to draw diagrams of the relationship between a digit’s value and what it would be one place
to its right, for instance, by representing 3 thousands as 30 hundreds. Students also use the
place value chart to compare large numbers.
MP.2 Reason abstractly and quantitatively. Students make sense of quantities and their
relationships as they use both special strategies and the standard addition algorithm to add
and subtract multi-digit numbers. Students decontextualize when they represent problems
symbolically and contextualize when they consider the value of the units used and understand
the meaning of the quantities as they compute.
MP.3 Construct viable arguments and critique the reasoning of others. Students construct
arguments as they use the place value chart and model single- and multi-step problems.
Students also use the standard algorithm as a general strategy to add and subtract multi-digit
numbers when a special strategy is not suitable.
MP.5 Use appropriate tools strategically. Students decide on the appropriateness of using special
strategies or the standard algorithm when adding and subtracting multi-digit numbers.
MP.6 Attend to precision. Students use the place value chart to represent digits and their values as
they compose and decompose base ten units.
3
The balance of this cluster is addressed in Modules 3 and 7.
4
This standard is limited to problems with whole numbers and having whole-number answers; students should know how to perform
operations in the conventional order when there are no parentheses to specify a particular order, i.e., the order of operations.
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Overview of Module Topics and Lesson Objectives

Standards Topics and Objectives Days
4.NBT.1 A Place Value of Multi-Digit Whole Numbers 4
4.NBT.2 Lesson 1: Interpret a multiplication equation as a comparison.
4.OA.1
Lesson 2: Recognize a digit represents 10 times the value of what it
represents in the place to its right.
Lesson 3: Name numbers within 1 million by building understanding of
the place value chart and placement of commas for naming
base thousand units.
Lesson 4: Read and write multi-digit numbers using base ten numerals,
number names, and expanded form.
4.NBT.2 B Comparing Multi-Digit Whole Numbers 2

Lesson 5: Compare numbers based on meanings of the digits using >, <,
or = to record the comparison.
Lesson 6: Find 1, 10, and 100 thousand more and less than a given
number.
4.NBT.3 C Rounding Multi-Digit Whole Numbers 4

Lesson 7: Round multi-digit numbers to the thousands place using the
vertical number line.
Lesson 8: Round multi-digit numbers to any place using the vertical
number line.
Lesson 9: Use place value understanding to round multi-digit numbers to
any place value.
Lesson 10: Use place value understanding to round multi-digit numbers to
any place value using real world applications.
Mid-Module Assessment: Topics A–C (review content 1 day, assessment ½ day, 3

return ½ day, remediation or further applications 1 day)
4.OA.3 D Multi-Digit Whole Number Addition 2

4.NBT.4 Lesson 11: Use place value understanding to fluently add multi-digit whole
4.NBT.1 numbers using the standard addition algorithm, and apply the
4.NBT.2 algorithm to solve word problems using tape diagrams.
Lesson 12: Solve multi-step word problems using the standard addition
algorithm modeled with tape diagrams, and assess the
reasonableness of answers using rounding.
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Standards Topics and Objectives Days

4.OA.3 E Multi-Digit Whole Number Subtraction 4
4.NBT.4 Lesson 13: Use place value understanding to decompose to smaller units
4.NBT.1 once using the standard subtraction algorithm, and apply the
4.NBT.2 algorithm to solve word problems using tape diagrams.
Lesson 14: Use place value understanding to decompose to smaller units
up to three times using the standard subtraction algorithm, and
apply the algorithm to solve word problems using tape
diagrams.
Lesson 15: Use place value understanding to fluently decompose to
smaller units multiple times in any place using the standard
subtraction algorithm, and apply the algorithm to solve word
problems using tape diagrams.
Lesson 16: Solve two-step word problems using the standard subtraction
algorithm fluently modeled with tape diagrams, and assess the
4.OA.3 F Addition and Subtraction Word Problems 3

4.NBT.1 Lesson 17: Solve additive compare word problems modeled with tape
4.NBT.2 diagrams.
4.NBT.4 Lesson 18: Solve multi-step word problems modeled with tape diagrams,
and assess the reasonableness of answers using rounding.
Lesson 19: Create and solve multi-step word problems from given tape
diagrams and equations.
End-of-Module Assessment: Topics A–F (review content 1 day, assessment ½ 3

day, return ½ day, remediation or further application 1 day)
Total Number of Instructional Days 25
Terminology
New or Recently Introduced Terms
 Millions, ten millions, hundred millions (as places on the place value chart)
 Ten thousands, hundred thousands (as places on the place value chart)
 Variables (letters that stand for numbers and can be added, subtracted, multiplied, and divided as
numbers are)
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Familiar Terms and Symbols 5

 =, <, > (equal to, less than, greater than) NOTES ON
EXPRESSION,
 Addend (e.g., in 4 + 5, the numbers 4 and 5 are the
EQUATION, AND
addends)
NUMBER SENTENCE:
 Algorithm (a step-by-step procedure to solve a
Please note the descriptions for the
particular type of problem)
following terms, which are frequently
 Bundling, making, renaming, changing, exchanging, misused:
regrouping, trading (e.g., exchanging 10 ones for 1 ten)  Expression: A number, or any
 Compose (e.g., to make 1 larger unit from 10 smaller combination of sums,
units) differences, products, or
divisions of numbers that
 Decompose (e.g., to break 1 larger unit into 10 smaller evaluates to a number (e.g., 3 +
units) 4, 8 × 3, 15 ÷ 3 as distinct from
an equation or number
 Difference (answer to a subtraction problem)
sentence).
 Digit (any of the numbers 0 to 9; e.g., What is the value  Equation: A statement that two
of the digit in the tens place?) expressions are equal (e.g., 3 ×
 Endpoint (used with rounding on the number line; the ___ = 12, 5 × b =20, 3 + 2 = 5).
numbers that mark the beginning and end of a given  Number sentence (also addition,
interval) subtraction, multiplication, or
division sentence): An equation
 Equation (e.g., 2,389 + 80,601 = _____) or inequality for which both
 Estimate (an approximation of a quantity or number) expressions are numerical and
can be evaluated to a single
 Expanded form (e.g., 100 + 30 + 5 = 135) number (e.g., 4 + 3 = 6 + 1, 2 = 2,
 Expression (e.g., 2 thousands × 10) 21 > 7 × 2, 5 ÷ 5 = 1). Number
sentences are either true or false
 Halfway (with reference to a number line, the midpoint (e.g., 4 + 4 < 6 × 2 and 21 ÷ 7 = 4)
between two numbers; e.g., 5 is halfway between 0 and contain no unknowns.
and 10)
 Number line (a line marked with numbers at evenly
spaced intervals)
 Number sentence (e.g., 4 + 3 = 7)
 Place value (the numerical value that a digit has by virtue of its position in a number)
 Rounding (approximating the value of a given number)
 Standard form (a number written in the format 135)
 Sum (answer to an addition problem)
 Tape diagram (bar diagram)
 Unbundling, breaking, renaming, changing, regrouping, trading (e.g., exchanging 1 ten for 10 ones)
 Word form (e.g., one hundred thirty-five)
5
These are terms and symbols students have used or seen previously.
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Suggested Tools and Representations

 Number lines (vertical to represent rounding up and rounding down)
 Personal white boards (one per student; see explanation on the following pages)
 Place value cards (one large set per classroom including 7 units to model place value)
 Place value chart (templates provided in lessons to insert into personal white boards)
 Place value disks (can be concrete manipulatives or pictorial drawings, such as the chip model, to
represent numbers)
 Tape diagrams (drawn to model a word problem)
Place Value Chart with Headings Place Value Chart Without Headings
(used for numbers or the chip model) (used for place value disk manipulatives or drawings)
Place Value Disks
Place Value Cards

Vertical Number Line
Suggested Methods of Instructional Delivery

Directions for Administration of Sprints
Sprints are designed to develop fluency. They should be fun, adrenaline-rich activities that intentionally build
energy and excitement. A fast pace is essential. During Sprint administration, teachers assume the role of
athletic coaches. A rousing routine fuels students’ motivation to do their personal best. Student recognition
of increasing success is critical, and so every improvement is celebrated.
One Sprint has two parts with closely related problems on each. Students complete the two parts of the
Sprint in quick succession with the goal of improving on the second part, even if only by one more.
With practice, the following routine takes about nine minutes.
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Sprint A
Pass Sprint A out quickly, facedown on student desks with instructions to not look at the problems until the
signal is given. (Some Sprints include words. If necessary, prior to starting the Sprint, quickly review the
words so that reading difficulty does not slow students down.)
T: You will have 60 seconds to do as many problems as you can. I do not expect you to finish all of
them. Just do as many as you can, your personal best. (If some students are likely to finish before
time is up, assign a number to count by on the back.)
T: Take your mark! Get set! THINK!
Students immediately turn papers over and work furiously to finish as many problems as they can in 60
seconds. Time precisely.
T: Stop! Circle the last problem you did. I will read just the answers. If you got it right, call out “Yes!”
If you made a mistake, circle it. Ready?
T: (Energetically, rapid-fire call the first answer.)
S: Yes!
T: (Energetically, rapid-fire call the second answer.)
S: Yes!
Repeat to the end of Sprint A or until no student has a correct answer. If needed, read the count-by answers
in the same way as Sprint answers. Each number counted-by on the back is considered a correct answer.
T: Fantastic! Now, write the number you got correct at the top of your page. This is your personal goal
for Sprint B.
T: How many of you got one right? (All hands should go up.)
T: Keep your hand up until I say the number that is one more than the number you got correct. So, if
you got 14 correct, when I say 15, your hand goes down. Ready?
T: (Continue quickly.) How many got two correct? Three? Four? Five? (Continue until all hands are
down.)
If the class needs more practice with Sprint A, continue with the optional routine presented below.
T: I’ll give you one minute to do more problems on this half of the Sprint. If you finish, stand behind
your chair.
As students work, the student who scored highest on Sprint A might pass out Sprint B.
T: Stop! I will read just the answers. If you got it right, call out “Yes!” If you made a mistake, circle it.
Ready? (Read the answers to the first half again as students stand.)
Movement
To keep the energy and fun going, always do a stretch or a movement game in between Sprints A and B. For
example, the class might do jumping jacks while skip-counting by 5 for about one minute. Feeling
invigorated, students take their seats for Sprint B, ready to make every effort to complete more problems this
time.
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Sprint B
Pass Sprint B out quickly, facedown on student desks with instructions to not look at the problems until the
signal is given. (Repeat the procedure for Sprint A up through the show of hands for how many right.)
T: Stand up if you got more correct on the second Sprint than on the first.
S: (Stand.)
T: Keep standing until I say the number that tells how many more you got right on Sprint B. If you got
three more right on Sprint B than you did on Sprint A, when I say “three,” you sit down. Ready?
(Call out numbers starting with one. Students sit as the number by which they improved is called.
Celebrate students who improved most with a cheer.)
T: Well done! Now, take a moment to go back and correct your mistakes. Think about what patterns
you noticed in today’s Sprint.
T: How did the patterns help you get better at solving the problems?
T: Rally Robin your thinking with your partner for one minute. Go!
Rally Robin is a style of sharing in which partners trade information back and forth, one statement at a time
per person, for about one minute. This is an especially valuable part of the routine for students who benefit
from their friends’ support to identify patterns and try new strategies.
Students may take Sprints home.
RDW or Read, Draw, Write (an Equation and a Statement)

Mathematicians and teachers suggest a simple process applicable to all grades:
1. Read.
2. Draw and label.
3. Write an equation.
4. Write a word sentence (statement).
The more students participate in reasoning through problems with a systematic approach, the more they
internalize those behaviors and thought processes.
 What do I see?
 Can I draw something?
 What conclusions can I make from my drawing?
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Modeling with Interactive

Guided Practice Independent Practice
Questioning
The teacher models the whole Each student has a copy of the Students are given a problem to
process with interactive question. Though guided by the solve and possibly a designated
questioning, some choral teacher, they work amount of time to solve it. The
response, and talk moves, such independently at times and then teacher circulates, supports, and
as “What did Monique say, come together again. Timing is is thinking about which student
everyone?” After completing the important. Students might hear, work to show to support the
problem, students might reflect “You have two minutes to do mathematical objectives of the
with a partner on the steps they your drawing.” Or, “Put your lesson. When sharing student
used to solve the problem. pencils down. Time to work work, students are encouraged to
“Students, think back on what we together again.” The Student think about the work with
did to solve this problem. What Debrief might include selecting questions, such as “What do you
did we do first?” Students might different student work to share. see Jeremy did?” “What is the
then be given the same or similar same about Jeremy’s work and
problem to solve for homework. Sara’s work?” “How did Jeremy
3
show the of the students?”
7
3
“How did Sara show the of the
7
students?”
Personal White Boards

Materials Needed for Personal White Boards
1 heavy-duty clear sheet protector
1 piece of stiff red tag board 11″ × 8¼″
1 piece of stiff white tag board 11″ × 8 ¼″
1 3″ × 3″ piece of dark synthetic cloth for an eraser (e.g., felt)
1 low-odor blue dry-erase marker, fine point
Directions for Creating Personal White Boards

Cut the white and red tag to specifications. Slide into the sheet protector. Store the eraser on the red side.
Store markers in a separate container to avoid stretching the sheet protector.
Frequently Asked Questions About Personal White Boards

Why is one side red and one white?
 The white side of the board is the “paper.” Students generally write on it, and if working
individually, turn the board over to signal to the teacher that they have completed their work. The
teacher then says, “Show me your boards,” when most of the class is ready.
What are some of the benefits of a personal white board?
 The teacher can respond quickly to a gap in student understandings and skills. “Let’s do some of
these on our personal white boards until we have more mastery.”
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 Students can erase quickly so that they do not have to suffer the evidence of their mistake.
 They are motivating. Students love both the drill and thrill capability and the chance to do story
problems with an engaging medium.
 Checking work gives the teacher instant feedback about student understanding.
What is the benefit of this personal white board over a commercially purchased dry-erase board?
 It is much less expensive.
 Templates such as place value charts, number bond mats, hundreds boards, and number lines can be
stored between the two pieces of tag board for easy access and reuse.
 Worksheets, story problems, and other problem sets can be done without marking the paper so that
students can work on the problems independently at another time.
 Strips with story problems, number lines, and arrays can be inserted and still have a full piece of
paper on which to write.
 The red versus white side distinction clarifies expectations. When working collaboratively, there is
no need to use the red side. When working independently, students know how to keep their work
private.
 The tag board can be removed so that student work can be projected on an overhead.
Scaffolds6
The scaffolds integrated into A Story of Units give alternatives for how students access information as well as
express and demonstrate their learning. Strategically placed margin notes are provided within each lesson
elaborating on the use of specific scaffolds at applicable times. They address many needs presented by
English language learners, students with disabilities, students performing above grade level, and students
performing below grade level. Many of the suggestions are organized by Universal Design for Learning (UDL)
principles and are applicable to more than one population. To read more about the approach to
differentiated instruction in A Story of Units, please refer to “How to Implement A Story of Units.”
6
Students with disabilities may require Braille, large print, audio, or special digital files. Please visit the website
www.p12.nysed.gov/specialed/aim for specific information on how to obtain student materials that satisfy the National Instructional
Materials Accessibility Standard (NIMAS) format.
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Preparing to Teach a Module

Preparation of lessons will be more effective and efficient if there has been an adequate analysis of the
module first. Each module in A Story of Units can be compared to a chapter in a book. How is the module
moving the plot, the mathematics, forward? What new learning is taking place? How are the topics and
objectives building on one another? The following is a suggested process for preparing to teach a module.
Step 1: Get a preview of the plot.
A: Read the Table of Contents. At a high level, what is the plot of the module? How does the story
develop across the topics?
B: Preview the module’s Exit Tickets 7 to see the trajectory of the module’s mathematics and the nature
of the work students are expected to be able to do.
Note: When studying a PDF file, enter “Exit Ticket” into the search feature to navigate from one Exit
Ticket to the next.
Step 2: Dig into the details.

A: Dig into a careful reading of the Module Overview. While reading the narrative, liberally reference
the lessons and Topic Overviews to clarify the meaning of the text—the lessons demonstrate the
strategies, show how to use the models, clarify vocabulary, and build understanding of concepts.
Consider searching the video gallery on Eureka Math’s website to watch demonstrations of the use of
models and other teaching techniques.
B: Having thoroughly investigated the Module Overview, read through the chart entitled Overview of
Module Topics and Lesson Objectives to further discern the plot of the module. How do the topics
flow and tell a coherent story? How do the objectives move from simple to complex?
Step 3: Summarize the story.
Complete the Mid- and End-of-Module Assessments. Use the strategies and models presented in the
module to explain the thinking involved. Again, liberally reference the work done in the lessons to see
how students who are learning with the curriculum might respond.
7
A more in-depth preview can be done by searching the Problem Sets rather than the Exit Tickets. Furthermore, this same process
can be used to preview the coherence or flow of any component of the curriculum, such as Fluency Practice or Application Problems.
16
G4-M1-TE-1.3.0-06.2015
Preparing to Teach a Lesson

A three-step process is suggested to prepare a lesson. It is understood that at times teachers may need to
make adjustments (customizations) to lessons to fit the time constraints and unique needs of their students.
The recommended planning process is outlined below. Note: The ladder of Step 2 is a metaphor for the
teaching sequence. The sequence can be seen not only at the macro level in the role that this lesson plays in
the overall story, but also at the lesson level, where each rung in the ladder represents the next step in
understanding or the next skill needed to reach the objective. To reach the objective, or the top of the
ladder, all students must be able to access the first rung and each successive rung.
Step 1: Discern the plot.
A: Briefly review the Table of Contents for the module, recalling the overall story of the module and
analyzing the role of this lesson in the module.
B: Read the Topic Overview of the lesson, and then review the Problem Set and Exit Ticket of each
lesson of the topic.
C: Review the assessment following the topic, keeping in mind that assessments can be found midway
through the module and at the end of the module.
Step 2: Find the ladder.
A: Complete the lesson’s Problem Set.
B: Analyze and write notes on the new complexities of
each problem as well as the sequences and progressions
throughout problems (e.g., pictorial to abstract, smaller
to larger numbers, single- to multi-step problems). The
new complexities are the rungs of the ladder.
C: Anticipate where students might struggle, and write a
note about the potential cause of the struggle.
D: Answer the Student Debrief questions, always
anticipating how students will respond.
Step 3: Hone the lesson.
At times, the lesson and Problem Set are appropriate for all students and the day’s schedule. At others,
they may need customizing. If the decision is to customize based on either the needs of students or
scheduling constraints, a suggestion is to decide upon and designate “Must Do” and “Could Do”
problems.
A: Select “Must Do” problems from the Problem Set that meet the objective and provide a coherent
experience for students; reference the ladder. The expectation is that the majority of the class will
complete the “Must Do” problems within the allocated time. While choosing the “Must Do”
problems, keep in mind the need for a balance of calculations, various word problem types 8, and
work at both the pictorial and abstract levels.
8See the Progression Documents “K, Counting and Cardinality” and “K−5, Operations and Algebraic Thinking” pp. 9 and 23,
respectively.
17
G4-M1-TE-1.3.0-06.2015
B: “Must Do” problems might also include remedial work as necessary for the whole class, a small
group, or individual students. Depending on anticipated difficulties, those problems might take
different forms as shown in the chart below.
Anticipated Difficulty “Must Do” Remedial Problem Suggestion
The first problem of the Problem Set Write a short sequence of problems on the board that provides a
is too challenging. ladder to Problem 1. Direct the class or small group to complete
those first problems to empower them to begin the Problem Set.
Consider labeling these problems “Zero Problems” since they are
done prior to Problem 1.
There is too big of a jump in Provide a problem or set of problems that creates a bridge
complexity between two problems. between the two problems. Label them with the number of the
problem they follow. For example, if the challenging jump is
between Problems 2 and 3, consider labeling these problems
“Extra 2s.”
Students lack fluency or foundational Before beginning the Problem Set, do a quick, engaging fluency
skills necessary for the lesson. exercise, such as a Rapid White Board Exchange, “Thrilling Drill,” or
Sprint. Before beginning any fluency activity for the first time,
assess that students are poised for success with the easiest
problem in the set.
More work is needed at the concrete Provide manipulatives or the opportunity to draw solution
or pictorial level. strategies. Especially in Kindergarten, at times the Problem Set or
pencil and paper aspect might be completely excluded, allowing
students to simply work with materials.
More work is needed at the abstract Hone the Problem Set to reduce the amount of drawing as
level. appropriate for certain students or the whole class.
C: “Could Do” problems are for students who work with greater fluency and understanding and can,
therefore, complete more work within a given time frame. Adjust the Exit Ticket and Homework to
reflect the “Must Do” problems or to address scheduling constraints.
D: At times, a particularly tricky problem might be designated as a “Challenge!” problem. This can be
motivating, especially for advanced students. Consider creating the opportunity for students to share
their “Challenge!” solutions with the class at a weekly session or on video.
E: Consider how to best use the vignettes of the Concept Development section of the lesson. Read
through the vignettes, and highlight selected parts to be included in the delivery of instruction so that
students can be independently successful on the assigned task.
F: Pay close attention to the questions chosen for the Student Debrief. Regularly ask students, “What
was the lesson’s learning goal today?” Hone the goal with them.
18
G4-M1-TE-1.3.0-06.2015
Assessment Summary
Type Administered Format Standards Addressed
Mid-Module After Topic C Constructed response with rubric 4.NBT.1
Assessment Task 4.NBT.2
4.NBT.3
End-of-Module After Topic F Constructed response with rubric 4.NBT.1
Assessment Task 4.NBT.2
4.NBT.3
4.NBT.4
4.OA.3
19
G4-M1-TE-1.3.0-06.2015
4
GRADE
Topic A
Place Value of Multi-Digit Whole
Numbers
4.NBT.1, 4.NBT.2, 4.OA.1
Focus Standard: 4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by
applying concepts of place value and division.
4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits
in each place, using >, =, and < symbols to record the results of comparisons.
Instructional Days: 4
Coherence -Links from: G3–M2 Place Value and Problem Solving with Units of Measure
-Links to: G5–M1 Place Value and Decimal Fractions
In Topic A, students build the place value chart to 1 million and learn the relationship between each place
value as 10 times the value of the place to the right. Students manipulate numbers to see this relationship,
such as 30 hundreds composed as 3 thousands. They decompose numbers to see that 7 thousands is the
same as 70 hundreds. As students build the place value chart into thousands and up to 1 million, the
sequence of three digits is emphasized. They become familiar with the base thousand unit names up to 1
billion. Students fluently write numbers in multiple formats: as digits, in unit form, as words, and in
expanded form up to 1 million.
Topic A: Place Value of Multi-Digit Whole Numbers

20
© 2015 Great Minds. eureka-math.org This work is licensed under a

G4-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported.License.
NYS COMMON CORE MATHEMATICS CURRICULUM Topic A 4 1
A Teaching Sequence Toward Mastery of Place Value of Multi-Digit Whole Numbers

Objective 1: Interpret a multiplication equation as a comparison.
(Lesson 1)
Objective 2: Recognize a digit represents 10 times the value of what it represents in the place to its right.
(Lesson 2)
Objective 3: Name numbers within 1 million by building understanding of the place value chart and
placement of commas for naming base thousand units.
(Lesson 3)
Objective 4: Read and write multi-digit numbers using base ten numerals, number names, and expanded
form.
(Lesson 4)
Topic A: Place Value of Multi-Digit Whole Numbers

21

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1
Lesson 1
Objective: Interpret a multiplication equation as a comparison.
Suggested Lesson Structure
 Fluency Practice (13 minutes)

 Application Problem (5 minutes) NOTES ON
 Concept Development (35 minutes) FLUENCY PRACTICE:
 Student Debrief (7 minutes) Think of fluency as having three goals:
Total Time (60 minutes) 1. Maintenance (staying sharp on
previously learned skills).
2. Preparation (targeted practice for
Fluency Practice (13 minutes) the current lesson).
3. Anticipation (skills that ensure that
 Sprint: Multiply and Divide by 10 4.NBT.1 (10 minutes) students are ready for the in-depth
work of upcoming lessons).
 Place Value 4.NBT.2 (3 minutes)
Sprint: Multiply and Divide by 10 (10 minutes)

Materials: (S) Multiply and Divide by 10 Sprint NOTES ON
MULTIPLE MEANS
Note: Reviewing this fluency activity acclimates students to the
OF ACTION AND
Sprint routine, a vital component of the fluency program.
EXPRESSION:
Place Value (3 minutes) For the Place Value fluency activity,
students may represent ones, etc.,
Materials: (S) Personal white board, unlabeled thousands using counters rather than drawing.
place value chart (Template) Others may benefit from the
opportunity to practice simultaneously
Note: Reviewing and practicing place value skills in isolation speaking and showing units (e.g., tens).
prepares students for success in multiplying different place Provide sentence frames to support
value units during the lesson. oral response, such as “_____ tens
_____ ones is _____
T: (Project place value chart to the thousands.) Show 4
(standard form) _____.”
ones as place value disks. Write the number below it.
S: (Draw 4 ones disks and write 4 below it.)
T: Show 4 tens disks, and write the number below it.
S: (Draw 4 tens disks and write 4 at the bottom of the tens column.)
T: Say the number in unit form.
S: 4 tens 4 ones.
Lesson 1: Interpret a multiplication equation as a comparison.

22

G4-M1-TE-1.3.0-06.2015 Creative Commons Attribution-NonCommercial-ShareAlike 3.0 Unported License.
T: Say the number in standard form.

S: 44.
Continue for the following possible sequence: 2 tens 3 ones, 2 hundreds 3 ones, 2 thousands 3 hundreds,
2 thousands 3 tens, and 2 thousands 3 hundreds 5 tens and 4 ones.
Application Problem (5 minutes)

NOTES ON
MULTIPLE MEANS
Ben has a rectangular area 9 meters long and 6 meters wide.
OF ENGAGEMENT:
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 Enhance the relevancy of the
square meters of grass sod will he need to cover the entire Application Problem by substituting
names, settings, and tasks to reflect
area?
students and their experiences.
Set individual student goals and
expectations. Some students may
successfully solve for area and
perimeter in five minutes, others may
solve for one, and others may solve for
both and compose their own
application problems.
Note: As the first lesson of the year, this Application Problem reviews area, perimeter, multiplication, and
addition—all important concepts from Grade 3. This problem can be extended after the Concept
Development by asking students to find an area 10 times as much as the grass sod or to find a perimeter 10
times as wide and 10 times as long.
Concept Development (35 minutes)
Materials: (T) Place value disks: ones, tens, hundreds, and thousands; unlabeled thousands place value chart
(Template) (S) Personal white board, unlabeled thousands place value chart (Template)
Problem 1: 1 ten is 10 times as much as 1 one.

T: (Have a place value chart ready. Draw or place 1 unit into the ones place.)
T: How many units do I have?
S: 1.
T: What is the name of this unit?
S: A one.
T: Count the ones with me. (Draw ones as they do so.)
S: 1 one, 2 ones, 3 ones, 4 ones, 5 ones...,10 ones.

23

T: 10 ones. What larger unit can I make?

S: 1 ten.
T: 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.
S: 10 ones make 1 ten.  10 times 1 one is 1 ten or 10 ones.  We say 1 ten is 10 times as many as 1
one.
Problem 2: One hundred is 10 times as much as 1 ten.

Quickly repeat the process from Problem 1 with 10 copies of 1 ten.
Problem 3: One thousand is 10 times as much as 1 hundred.

Quickly repeat the process from Problem 1 with 10 copies of 1
hundred.
T: Discuss the patterns you have noticed with your partner.
S: 10 ones make 1 ten. 10 tens make 1 hundred.
10 hundreds make 1 thousand.  Every time we get 10, we
bundle and make a bigger unit.  We copy a unit 10 times
to make the next larger unit.  If we take any of the place
value units, the next unit on the left is ten times as many.
T: Let’s review, in words, the multiplication pattern that
matches our models and 10 times as many.
Display the following information for student reference:
1 ten = 10 × 1 one (Say, “1 ten is 10 times as much as 1 one.”)

1 hundred = 10 × 1 ten (Say, “1 hundred is 10 times as much as 1 ten.”)
1 thousand = 10 × 1 hundred (Say, “1 thousand is 10 times as much as 1 hundred.”)
Problem 4: Model 10 times as much as on the place value chart with an accompanying equation.
Note: Place value disks are used as models throughout the curriculum and can be represented in two different
ways. A disk with a value labeled inside of it, such as in Problem 1, should be drawn or placed on a place value
chart with no headings. The value of the disk in its appropriate column indicates the column heading. A place
value disk drawn as a dot should be used on place value charts with headings, as in Problem 4. This type of
representation is called the chip model. The chip model is a faster way to represent place value disks and is
used as students move away from a concrete stage of learning.
(Model 2 tens is 10 times as much as 2 ones on the place value chart
and as an equation.)
T: Draw place value disks as dots. Because you are using
dots, label your columns with the unit value.
T: Represent 2 ones. Solve to find 10 times as many as 2
ones. Work together.

24

S: (Work together.)
T: 10 times as many as 2 ones is…?
S: 20 ones.  2 tens.
T: Explain this equation to your partner using your model.
S: 10 × 2 ones = 20 ones = 2 tens.
Repeat the process with 10 times as many as 4 tens is 40 tens is
4 hundreds and 10 times as many as 7 hundreds is 70 hundreds is
7 thousands.
10 × 4 tens = 40 tens = 4 hundreds
10 × 7 hundreds = 70 hundreds = 7 thousands
Problem 5: Model as an equation 10 times as much as 9 hundreds is 9 thousands.

T: Write an equation to find the value of 10 times as many as 9 hundreds. (Circulate and assist students
as necessary.)
T: Show me your board. Read your equation.
S: 10 × 9 hundreds = 90 hundreds = 9 thousands.
T: Yes. Discuss whether this is true with your partner. (Write 10 × 9 hundreds = 9 thousands.)
S: Yes, it is true because 90 hundreds equals 9 thousands, so this equation just eliminates that extra
step.  Yes. We know 10 of a smaller unit equals 1 of the next larger unit, so we just avoided
writing that step.
Problem Set (10 minutes)

Students should do their personal best to complete the
Problem Set within the allotted 10 minutes. Some
problems do not specify a method for solving. This is an
intentional reduction of scaffolding that invokes MP.5,
Use Appropriate Tools Strategically. Students should
solve these problems using the RDW approach used for
Application Problems.
For some classes, it may be appropriate to modify the
assignment by specifying which problems students
should work on first. With this option, let the
purposeful sequencing of the Problem Set guide the
selections so that problems continue to be scaffolded.
Balance word problems with other problem types to
ensure a range of practice. Consider assigning
incomplete problems for homework or at another time
during the day.
Challenge quick finishers to write their own 10 times as
many statements similar to Problems 2 and 5.

25

Student Debrief (7 minutes)
Lesson Objective: Interpret a multiplication equation as a

comparison.
Invite students to review their solutions for the Problem
Set and the totality of the lesson experience. They should
check work by comparing answers with a partner before
going over answers as a class. Look for misconceptions or
misunderstandings that can be addressed in the Student
Debrief. Guide students in a conversation to debrief the
Problem Set.
Any combination of the questions below may be used to
lead the discussion.
 What relationship do you notice between the
problem of Matthew’s stamps and Problems 1(a)
and 1(b)?
 How did Problem 1(c) help you to solve
Problem 4?
 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? (Money, base ten materials, disks, labeled drawings of disks, dots on a
labeled place value chart, tape diagram.)
 Take two minutes to explain to your partner what we learned about the value of each unit as it
moves from right to left on the place value chart.
 Write and complete the following statements:
_____ ten is _____ times as many as _____ one.
_____ hundred is _____ times as many as _____ ten.
_____ thousand is _____ times as many as _____ hundred.
Exit Ticket (3 minutes)

After the Student Debrief, instruct students to complete the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read aloud to the students.

26

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Sprint
Number Correct: _______
A
Multiply and Divide by 10
1. 2 × 10 = 23. __ × 10 = 100
2. 3 × 10 = 24. __ × 10 = 20
3. 4 × 10 = 25. __ × 10 = 30
4. 5 × 10 = 26. 100 ÷ 10 =
5. 1 × 10 = 27. 50 ÷ 10 =
6. 20 ÷ 10 = 28. 10 ÷ 10 =
7. 30 ÷ 10 = 29. 20 ÷ 10 =
8. 50 ÷ 10 = 30. 30 ÷ 10 =
9. 10 ÷ 10 = 31. __ × 10 = 60
10. 40 ÷ 10 = 32. __ × 10 = 70
11. 6 × 10 = 33. __ × 10 = 90
12. 7 × 10 = 34. __ × 10 = 80
13. 8 × 10 = 35. 70 ÷ 10 =
14. 9 × 10 = 36. 90 ÷ 10 =
15. 10 × 10 = 37. 60 ÷ 10 =
16. 80 ÷ 10 = 38. 80 ÷ 10 =
17. 70 ÷ 10 = 39. 11 × 10 =
18. 90 ÷ 10 = 40. 110 ÷ 10 =
19. 60 ÷ 10 = 41. 30 ÷ 10 =
20. 100 ÷ 10 = 42. 120 ÷ 10 =
21. __ × 10 = 50 43. 14 × 10 =
22. __ × 10 = 10 44. 140 ÷ 10 =

27


B Improvement: _______
Multiply and Divide by 10
1. 1 × 10 = 23. __ × 10 = 20
2. 2 × 10 = 24. __ × 10 = 100
3. 3 × 10 = 25. __ × 10 = 30
4. 4 × 10 = 26. 20 ÷ 10 =
5. 5 × 10 = 27. 10 ÷ 10 =
6. 30 ÷ 10 = 28. 100 ÷ 10 =
7. 20 ÷ 10 = 29. 50 ÷ 10 =
8. 40 ÷ 10 = 30. 30 ÷ 10 =
9. 10 ÷ 10 = 31. __ × 10 = 30
10. 50 ÷ 10 = 32. __ × 10 = 40
11. 10 × 10 = 33. __ × 10 = 90
12. 6 × 10 = 34. __ × 10 = 70
13. 7 × 10 = 35. 80 ÷ 10 =
14. 8 × 10 = 36. 90 ÷ 10 =
15. 9 × 10 = 37. 60 ÷ 10 =
16. 70 ÷ 10 = 38. 70 ÷ 10 =
17. 60 ÷ 10 = 39. 11 × 10 =
18. 80 ÷ 10 = 40. 110 ÷ 10 =
19. 100 ÷ 10 = 41. 12 × 10 =
20. 90 ÷ 10 = 42. 120 ÷ 10 =
21. __ × 10 = 10 43. 13 × 10 =
22. __ × 10 = 50 44. 130 ÷ 10 =

28

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Problem Set
Name Date
1. Label the place value charts. Fill in the blanks to make the following equations true. Draw disks in the
place value chart to show how you got your answer, using arrows to show any bundling.
a. 10 × 3 ones = ________ ones = __________
b. 10 × 2 tens =_________ tens = _________
c. 4 hundreds × 10 = _________ hundreds = _________

29

2. Complete the following statements using your knowledge of place value:
a. 10 times as many as 1 ten is ________tens.
b. 10 times as many as _________ tens is 30 tens or ________ hundreds.
c. _____________________________ as 9 hundreds is 9 thousands.
d. _________ thousands is the same as 20 hundreds.
Use pictures, numbers, or words to explain how you got your answer for Part (d).
3. Matthew has 30 stamps in his collection. Matthew’s father has 10 times as many stamps as Matthew.
How many stamps does Matthew’s father have? Use numbers or words to explain how you got your
answer.

30

4. Jane saved $800. Her sister has 10 times as much money. How much money does Jane’s sister have?
Use numbers or words to explain how you got your answer.
5. Fill in the blanks to make the statements true.
a. 2 times as much as 4 is _______.
b. 10 times as much as 4 is _______.
c. 500 is 10 times as much as _______.
d. 6,000 is ________________________________ as 600.
6. Sarah is 9 years old. Sarah’s grandfather is 90 years old. Sarah’s grandfather is how many times as old as
Sarah?
Sarah’s grandfather is _______ times as old as Sarah.

31

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Exit Ticket
Name Date
Use the disks in the place value chart below to complete the following problems:
ones
1. Label the place value chart.
2. Tell about the movement of the disks in the place value chart by filling in the blanks to make the following
equation match the drawing in the place value chart:
_____________ × 10 = ___________________ = ________________
3. Write a statement about this place value chart using the words 10 times as many.

32

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Homework
Name Date
1. Label the place value charts. Fill in the blanks to make the following equations true. Draw disks in the
place value chart to show how you got your answer, using arrows to show any regrouping.
a. 10 × 4 ones = ________ ones = __________
b. 10 × 2 tens =_________ tens = _________
c. 5 hundreds × 10 = _________ hundreds = _________

33

2. Complete the following statements using your knowledge of place value:
a. 10 times as many as 1 hundred is ______ hundreds or ________ thousand.
b. 10 times as many as _________ hundreds is 60 hundreds or ________ thousands.
c. _____________________________ as 8 hundreds is 8 thousands.
d. _________ hundreds is the same as 4 thousands.
Use pictures, numbers, or words to explain how you got your answer for Part (d).
3. Katrina has 60 GB of storage on her tablet. Katrina’s father has 10 times as much storage on his
computer. How much storage does Katrina’s father have? Use numbers or words to explain how you got
your answer.

34

4. Katrina saved $200 to purchase her tablet. Her father spent 10 times as much money to buy his new
computer. How much did her father’s computer cost? Use numbers or words to explain how you got
your answer.
5. Fill in the blanks to make the statements true.
a. 4 times as much as 3 is _______.
b. 10 times as much as 9 is _______.
c. 700 is 10 times as much as _______.
d. 8,000 is ________________________________ as 800.
6. Tomas’s grandfather is 100 years old. Tomas’s grandfather is 10 times as old as Tomas. How old is
Tomas?

35

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Template
unlabeled thousands place value chart

36

Lesson 2
Objective: Recognize a digit represents 10 times the value of what it
represents in the place to its right.

 Application Problem (6 minutes)
 Concept Development (33 minutes)
 Student Debrief (9 minutes)
Total Time (60 minutes)
Fluency Practice (12 minutes)
 Skip-Counting 3.OA.7 (4 minutes)

 Multiply by 10 4.NB5.1 (4 minutes)
Skip-Counting (4 minutes)
Note: Practicing skip-counting on the number line builds a foundation for accessing higher-order concepts
throughout the year.
Direct students to count by threes forward and backward to 36, focusing on the crossing-ten transitions.
Example: (3, 6, 9, 12, 9, 12, 9, 12, 15, 18, 21, 18, 21, 24, 27, 30, 27, 30, 33, 30, 33, 30, 33, 36…). The purpose
of focusing on crossing the ten transitions is to help students make the connection that, for example, when
adding 3 to 9, 9 + 1 is 10, and then 2 more is 12.
There is a similar purpose in counting down by threes; 12 – 2 is 10, and subtracting 1 more is 9. This work
builds on the fluency work of previous grade levels. Students should understand that when crossing the ten,
they are regrouping.
Direct students to count by fours forward and backward to 48, focusing on the crossing-ten transitions.
Place Value (4 minutes)

Materials: (S) Personal white board, unlabeled thousands place value chart (Lesson 1 Template)
Note: Reviewing and practicing place value skills in isolation prepares students for success in multiplying
different place value units during the lesson.
Lesson 2: Recognize a digit represents 10 times the value of what it represents in

the place to its right. 37

T: (Project the place value chart to the thousands place.) Show 5 tens as place value disks, and write
the number below it.
S: (Draw 5 tens. Write 5 below the tens column and 0 below the ones column.)
T: (Draw to correct student misunderstanding.) Say the number in unit form.
S: 5 tens.
S: 50.
Continue for the following possible sequence: 3 tens 2 ones, 4 hundreds 3 ones, 1 thousand 2 hundreds,
4 thousands 2 tens, and 4 thousands 2 hundreds 3 tens 5 ones.
Multiply by 10 (4 minutes)
Materials: (S) Personal white board
Note: This fluency activity reviews concepts learned in Lesson 1.

T: (Project 10 ones × 10 = 1 ______.) Fill in the blank.
S: (Write 10 ones × 10 = 1 hundred.)
T: Say the multiplication sentence in standard form.
S: 10 × 10 = 100.
Repeat for the following possible sequence: 10 × _____ = 2 hundreds; 10 × _____ = 3 hundreds;
10 × ______ = 7 hundreds; 10 × 1 hundred = 1 _______; 10 × ____ = 2 thousands;
10 × ______ = 8 thousands; 10 × 10 thousands = ______.

Amy is baking muffins. Each baking tray can hold 6 muffins.
a. If Amy bakes 4 trays of muffins, how many muffins will she have in all?
b. The corner bakery produced 10 times as many muffins as Amy baked. How many muffins did the
bakery produce?
Extension: If the corner bakery packages the muffins in boxes of 100, how many boxes of 100 could they
make?
Extension:
Note: This Application Problem builds on the concept from the previous lesson of 10 times as many.



Materials: (S) Personal white board, unlabeled millions place value chart (Template)
Problem 1: Multiply single units by 10 to build the place value chart to 1 million. Divide to reverse the
process.
T: Label ones, tens, hundreds, and thousands on your place value chart.
T: On your personal white board, write the multiplication sentence that shows the relationship
between 1 hundred and 1 thousand.
S: (Write 10 × 1 hundred = 10 hundreds = 1 thousand.)
T: Draw place value disks on your place value chart to find
the value of 10 times 1 thousand.
T: (Circulate.) I saw that Tessa drew 10 disks in the
thousands column. What does that represent?
S: 10 times 1 thousand equals 10 thousands.
(10 × 1 thousand = 10 thousands.)
T: How else can 10 thousands be represented?
S: 10 thousands can be bundled because, when you have 10 of one unit, you can bundle them and
move the bundle to the next column.
T: (Point to the place value chart.) Can anyone think of what the name of our next column after the
thousands might be? (Students share. Label the ten thousands column.)
T: Now, write a complete multiplication sentence to show 10 times the value of 1 thousand. Show
how you regroup.
S: (Write 10 × 1 thousand = 10 thousands = 1 ten thousand.)
T: On your place value chart, show what 10 times the
value of 1 ten thousand equals. (Circulate and assist
NOTES ON
students as necessary.)
MULTIPLE MEANS
T: What is 10 times 1 ten thousand? OF REPRESENTATION:
S: 10 ten thousands.  1 hundred thousand. Scaffold student understanding of the
T: That is our next larger unit. (Write 10 × 1 ten thousand place value pattern by recording the
= 10 ten thousands = 1 hundred thousand.) following sentence frames:
T: To move another column to the left, what would be my  10 × 1 one is 1 ten
next 10 times statement?  10 × 1 ten is 1 hundred
S: 10 times 1 hundred thousand.  10 × 1 hundred is 1 thousand

 10 × 1 thousand is 1 ten thousand
T: Solve to find 10 times 1 hundred thousand. (Circulate
 10 × 1 ten thousand is 1 hundred
and assist students as necessary.)
thousand
T: 10 hundred thousands can be bundled and represented Students may benefit from speaking this
as 1 million. Title your column, and write the pattern chorally. Deepen understanding
multiplication sentence. with prepared visuals (perhaps using an
S: (Write 10 × 1 hundred thousand = 10 hundred interactive whiteboard).
thousands = 1 million.)


After having built the place value chart by multiplying by ten, quickly review the process simply moving from
right to left on the place value chart and then reversing and moving left to right (e.g., 2 tens times 10 equals
2 hundreds; 2 hundreds times 10 equals 2 thousands; 2 thousands divided by 10 equals 2 hundreds; 2
hundreds divided by 10 equals 2 tens).
Problem 2: Multiply multiple copies of one unit by 10.
T: Draw place value disks, and write a multiplication sentence to show the value of 10 times 4 ten
thousands.
T: 10 times 4 ten thousands is…?
S: 40 ten thousands.  4 hundred thousands.
T: (Write 10 × 4 ten thousands = 40 ten thousands = 4 hundred thousands.) Explain to your partner
how you know this equation is true.
Repeat with 10 × 3 hundred thousands.
Problem 3: Divide multiple copies of one unit by 10.
T: (Write 2 thousands ÷ 10.) What is the process for solving this division expression?
S: Use a place value chart.  Represent 2 thousands on a place value chart. Then, change them for
smaller units so we can divide.
T: What would our place value chart look like if we changed each thousand for 10 smaller units?
S: 20 hundreds.  2 thousands can be changed to be 20 hundreds because 2 thousands and 20
hundreds are equal.
T: Solve for the answer.
S: 2 hundreds.  2 thousands ÷ 10 is 2 hundreds because 2 thousands unbundled becomes
MP.1 20 hundreds.  20 hundreds divided by 10 is 2 hundreds.  2 thousands ÷ 10 = 20 hundreds ÷ 10 =
2 hundreds.
Repeat with 3 hundred thousands ÷ 10.


Problem 4: Multiply and divide multiple copies of two different units by 10.
T: Draw place value disks to show 3 hundreds and 2 tens.
T: (Write 10 × (3 hundreds 2 tens).) Work in pairs to solve this expression. I wrote 3 hundreds 2 tens in
parentheses to show it is one number. (Circulate as students work. Clarify that both hundreds and
tens must be multiplied by 10.)
T: What is your product?
S: 3 thousands 2 hundreds.
T: (Write 10 × (3 hundreds 2 tens) = 3 thousands 2 hundreds.) How do we write this in standard form?
S: 3,200.
T: (Write 10 × (3 hundreds 2 tens) = 3 thousands 2 hundreds = 3,200.)
T: (Write (4 ten thousands 2 tens) ÷ 10.) In this expression, we have two units. Explain how you will
find your answer.
S: We can use the place value chart again and represent the unbundled units and then divide.
(Represent in the place value chart, and record the number sentence
(4 ten thousands 2 tens) ÷ 10 = 4 thousands 2 ones = 4,002.)
T: Watch as I represent numbers in the place value chart to multiply or divide by ten instead of drawing
disks.
Repeat with 10 × (4 thousands 5 hundreds) and (7 hundreds 9 tens) ÷ 10.



Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by
specifying which problems they work on first. Some
problems do not specify a method for solving. Students
should solve these problems using the RDW approach
used for Application Problems.
Lesson Objective: Recognize a digit represents 10 times

the value of what it represents in the place to its right.
Problem Set.
 How did we use patterns to predict the increasing
units on the place value chart up to 1 million?
Can you predict the unit that is 10 times 1
million? 100 times 1 million?
 What happens when you multiply a number by
10? 1 ten thousand is what times 10?
1 hundred thousand is what times 10?
 Gail said she noticed that when you multiply a
number by 10, you shift the digits one place to
the left and put a zero in the ones place.
Is she correct?
 How can you use multiplication and division to
describe the relationship between units on the
place value chart? Use Problem 1 (a) and (c) to
help explain.
 Practice reading your answers in Problem 2 out
loud. What similarities did you find in saying the
numbers in unit form and standard form?
Differences?


 In Problem 7, did you write your equation as a

multiplication or division sentence? Which way is
correct?
 Which part in Problem 3 was hardest to solve?
 When we multiply 6 tens times 10, as in Problem
2, are we multiplying the 6, the tens, or both?
Does the digit or the unit change?
 Is 10 times 6 tens the same as 6 times 10 tens?
(Use a place value chart to model.)
 Is 10 times 10 times 6 the same as 10 tens times
6? (Use a place value chart to model 10 times 10
is the same as 1 ten times 1 ten.)
 When we multiply or divide by 10, do we change
the digits or the unit? Make a few examples.

After the Student Debrief, instruct students to complete
the Exit Ticket. A review of their work will help with
assessing students’ understanding of the concepts that
were presented in today’s lesson and planning more
effectively for future lessons. The questions may be read
aloud to the students.


Name Date
1. As you did during the lesson, label and represent the product or quotient by drawing disks on the place
value chart.
a. 10 × 2 thousands = _________ thousands = ______________________________
b. 10 × 3 ten thousands = _________ ten thousands = ______________________________
c. 4 thousands ÷ 10 = __________ hundreds ÷ 10 = _____________________________


2. Solve for each expression by writing the solution in unit form and in standard form.
Expression Unit form Standard Form
10 × 6 tens
7 hundreds × 10
3 thousands ÷ 10
6 ten thousands ÷ 10
10 × 4 thousands
Expression Unit form Standard Form
(4 tens 3 ones) × 10
(2 hundreds 3 tens) × 10
(7 thousands 8 hundreds) × 10
(6 thousands 4 tens) ÷ 10
(4 ten thousands 3 tens) ÷ 10
4. Explain how you solved 10 × 4 thousands. Use a place value chart to support your explanation.


5. Explain how you solved (4 ten thousands 3 tens) ÷ 10. Use a place value chart to support your
explanation.
6. Jacob saved 2 thousand dollar bills, 4 hundred dollar bills, and 6 ten dollar bills to buy a car. The car costs
10 times as much as he has saved. How much does the car cost?
7. Last year the apple orchard experienced a drought and did not produce many apples. But this year, the
apple orchard produced 45 thousand Granny Smith apples and 9 hundred Red Delicious apples, which is
10 times as many apples as last year. How many apples did the orchard produce last year?


8. Planet Ruba has a population of 1 million aliens. Planet Zamba has 1 hundred thousand aliens.
a. How many more aliens does Planet Ruba have than Planet Zamba?
b. Write a sentence to compare the populations for each planet using the words 10 times as many.


Name Date
1. Fill in the blank to make a true number sentence. Use standard form.
a. (4 ten thousands 6 hundreds) × 10 = ________________________
b. (8 thousands 2 tens) ÷ 10 = _________________________
2. The Carson family saved up $39,580 for a new home. The cost of their dream home is 10 times as much
as they have saved. How much does their dream home cost?


Name Date
1. As you did during the lesson, label and represent the product or quotient by drawing disks on the place
value chart.
a. 10 × 4 thousands = _________ thousands = ______________________________
b. 4 thousands ÷ 10 = __________ hundreds ÷ 10 = _____________________________
Expression Unit Form Standard Form
10 × 3 tens
5 hundreds × 10
9 ten thousands ÷ 10
10 × 7 thousands


Expression Unit Form Standard Form
(2 tens 1 one) × 10
(5 hundreds 5 tens) × 10
(2 thousands 7 tens) ÷ 10
(4 ten thousands 8 hundreds) ÷ 10
4. a. Emily collected $950 selling Girl Scout cookies all day Saturday. Emily’s troop collected 10 times as
much as she did. How much money did Emily’s troop raise?
b. On Saturday, Emily made 10 times as much as on Monday. How much money did Emily collect on
Monday?


unlabeled millions place value chart


Lesson 3
Objective: Name numbers within 1 million by building understanding of
the place value chart and placement of commas for naming base thousand
units.


A NOTE
 Sprint: Multiply by 3 3.OA.7 (10 minutes) ON STANDARDS
 Place Value and Value 4.NBT.2 (3 minutes) ALIGNMENT:
 Base Ten Units 4.NBT.1 (2 minutes) In this lesson, students extend past 1
million (4.NBT standards limit to whole
numbers less than or equal to 1 million)
Sprint: Multiply by 3 (10 minutes) to establish a pattern of ones, tens, and
hundreds within each base ten unit
Materials: (S) Multiply by 3 Sprint
(thousands, millions, billions, trillions).
Note: This fluency activity reviews a foundational Grade 3 Calculations in following lessons are
standard that helps students learn standard 4.NBT.5. limited to less than or equal to 1
million. If students are not ready for
this step, omit establishing the pattern
Place Value and Value (3 minutes) and internalize the units of the
thousands period.
Materials: (T) Unlabeled millions place value chart (Lesson 2
Template)
Note: Reviewing and practicing place value skills in isolation prepares students for success in multiplying
different place value units during the lesson.
T: (Project the number 1,468,357 on a place value chart. Underline the 5.) Say the digit.
S: 5.
T: Say the place value of the 5.
S: Tens.
Lesson 3: Name numbers within 1 million by building understanding of the place

value chart and placement of commas for naming base thousand units. 52

T: Say the value of 5 tens.

S: 50.
Repeat the process, underlining 8, 4, 1, and 6.
Base Ten Units (2 minutes)

Note: This fluency activity bolsters students’ place value proficiency while reviewing multiplication concepts
learned in Lessons 1 and 2.
T: (Project 2 tens =____.) Say the number in standard form.
S: 2 tens = 20.
Repeat for the following possible sequence: 3 tens, 9 tens, 10 tens, 11 tens, 12 tens, 19 tens, 20 tens, 30
tens, 40 tens, 80 tens, 84 tens, and 65 tens.

The school library has 10,600 books.
The town library has 10 times as many books.
How many books does the town library have?
Note: This Application Problem builds on the
concept from the previous lesson of determining
10 times as much as a number.

Materials: (S) Personal white board, unlabeled millions place value chart (Lesson 2 Template)
Note: Students will go beyond the 4.NBT standard of using

numbers less than or equal to 1 million to establish a pattern
NOTES ON
within the base ten units.
MULTIPLE MEANS
Introduction: Patterns of the base ten system. OF ACTION AND
EXPRESSION:
T: In the last lesson, we extended the place value chart to
Scaffold partner talk with sentence
1 million. Take a minute to label the place value
frames such as:
headings on your place value chart. (Circulate and
 “I notice _____.”
check all headings.)
 “The place value headings are alike
T: Excellent. Now, talk with your partner about
because _____.”
similarities and differences you see in those heading
 “The place value headings are not
names.
alike because _____.”
S: I notice some words repeat, like ten, hundred, and
 “The pattern I notice is _____.”
thousand, but ones appears once.  I notice the
 “I notice the units _______.”
thousand unit repeats 3 times—thousands, ten
thousands, hundred thousands.


T: That’s right! Beginning with thousands, we start naming new place value units by how many one
thousands, ten thousands, and hundred thousands we have. What do you think the next unit
might be called after 1 million?
S: Ten millions.
T: (Extend chart to the ten millions.) And the next?
S: Hundred millions.
T: (Extend chart again.) That’s right! Just like with thousands, we name new units here in terms of
how many one millions, ten millions, and hundred millions we have. 10 hundred millions gets
renamed as 1 billion. Talk with your partner about what the next two place value units should be.
S: Ten billions and hundred billions.  It works just like it does for thousands and millions.
Problem 1: Placing commas in and naming numbers.

T: You’ve noticed a pattern: ones, tens, and hundreds; one thousands, ten thousands, and hundred
thousands; one millions, ten millions, and hundred millions; and so on. We use commas to indicate
this grouping of units, taken 3 at a time. For example, ten billion would be written: 10,000,000,000.
T: (Write 608430325.) Record this number, and place the
commas to show our groupings of units.
NOTES ON
S: (Record the number and place the commas.)
MULTIPLE MEANS
T: (Show 430,325 on a place value chart.) How many OF ACTION AND
thousands are in this number?
EXPRESSION:
S: 430. Scaffold reading numbers into the
T: 430 what? hundred thousands with questioning
S: 430 thousands. such as:
T: What’s the value of the 3?
T: Correct. We read this number as “four hundred thirty
S: 30 thousand.
thousand, three hundred twenty-five.”
T: How many thousands altogether?
T: (Extend chart, and show 608,430,325.) How many
S: 36 thousands.
millions are there in this number?
T: What’s the value of the 8?
S: 608 millions.
S: 80.
T: Using what you know about our pattern in naming
T: Add the remaining ones.
units, talk with your partner about how to name this
S: 89.
number.
T: Read the whole number.
S: Six hundred eight million, four hundred thirty
thousand, three hundred twenty-five. S: Thirty-six thousand, eighty-nine.
Continue with similar numbers until
students reach fluency. Alternate the
student recording numbers, modeling,
and reading.


Problem 2: Add to make 10 of a unit and bundling up to 1 million.

T: What would happen if we combined 2 groups of 5
hundreds? With your partner, draw place value disks to
solve. Use the largest unit possible to express your
answer.
S: 2 groups of 5 hundreds equals 10 hundreds.
 It would make 10 hundreds, which can be bundled to
make 1 thousand.
T: Now, solve for 5 thousands plus 5 thousands. Bundle in
order to express your answer using the largest unit
MP.2 possible.
S: 5 thousands plus 5 thousands equals 10 thousands.
We can bundle 10 thousands to make 1 ten thousand.
T: Solve for 4 ten thousands plus 6 ten thousands.
Express your answer using the largest unit possible.
S: 4 ten thousands plus 6 ten thousands equals 10 ten
thousands. We can bundle 10 ten thousands to make 1
hundred thousand.
Continue renaming problems, showing regrouping as necessary.
 3 hundred thousands + 7 hundred thousands
 23 thousands + 4 ten thousands
 43 ten thousands + 11 thousands
Problem 3: 10 times as many with multiple units.

T: On your place value chart, model 5 hundreds and 3 tens
with place value disks. What is 10 times 5 hundreds 3
tens?
S: (Show charts.) 5 thousands 3 hundreds.
T: Model 10 times 5 hundreds 3 tens with digits on the
place value chart. Record your answer in standard
form.
S: (Show 10 times 5 hundreds is 5 thousands and 10 times 3 tens is 3 hundreds as digits.) 5,300.
T: Check your partner’s work, and remind him of the comma’s role in this number.
T: (Write 10 × 1 ten thousand 5 thousands 3 hundreds 9 ones = ______.) With your partner, solve this
problem, and write your answer in standard form.
S: 10 × 15,309 = 153,090.



Students should do their personal best to complete the Problem NOTES ON
Set within the allotted 10 minutes. For some classes, it may be COMMAS:
appropriate to modify the assignment by specifying which Commas are optional for 4-digit
problems they work on first. Some problems do not specify a numbers, as omitting them supports
method for solving. Students should solve these problems using visualization of the total amount of
the RDW approach used for Application Problems. each unit. For example, in the number
3247, 32 hundreds or 324 tens is easier
to visualize when 3247 is written
Student Debrief (7 minutes) without a comma. In Grade 3, students
understand 324 as 324 ones, 32 tens 4
ones, or 3 hundreds 2 tens 4 ones. This
Lesson Objective: Name numbers within 1 million by
flexible thinking allows for seeing
building understanding of the place value chart and
simplifying strategies (e.g., to solve
placement of commas for naming base thousand units. 3247 – 623, rather than decompose 3
Invite students to review their solutions for the Problem Set thousands, students might subtract 6
and the totality of the lesson experience. They should check hundreds from 32 hundreds: 32
work by comparing answers with a partner before going over hundreds – 6 hundreds + 47 ones – 23
ones is 26 hundreds and 24 ones or
answers as a class. Look for misconceptions or
2624).
Problem Set.
 In Problem 1, how did you know where to place
commas within a number?
 Read aloud the numbers in Problem 1 (d) and (e)
with your partner. What role do the commas
have as you read the numbers?
 How does place value understanding and the role
of commas help you to read the value in the
millions period that is represented by the number
of millions, ten millions, and hundred millions?
 What did you discover as you solved Problem 3?
How did 3(a) help you to solve 3(b)?
 How did you use the place value chart to help you
compare unlike units in Problem 5?
 When might it be useful to omit commas?
(Please refer to the UDL box for commas to guide
your discussion.)





A
Multiply by 3
1. 1×3= 23. 10 × 3 =
2. 3×1= 24. 9×3=
3. 2×3= 25. 4×3=
4. 3×2= 26. 8×3=
5. 3×3= 27. 5×3=
6. 4×3= 28. 7×3=
7. 3×4= 29. 6×3=
8. 5×3= 30. 3 × 10 =
9. 3×5= 31. 3×5=
10. 6×3= 32. 3×6=
11. 3×6= 33. 3×1=
12. 7×3= 34. 3×9=
13. 3×7= 35. 3×4=
14. 8×3= 36. 3×3=
15. 3×8= 37. 3×2=
16. 9×3= 38. 3×7=
17. 3×9= 39. 3×8=
18. 10 × 3 = 40. 11 × 3 =
19. 3 × 10 = 41. 3 × 11 =
20. 3×3= 42. 12 × 3 =
21. 1×3= 43. 3 × 13 =
22. 2×3= 44. 13 × 3 =


B
Improvement: _______
Multiply by 3
1. 3×1= 23. 9×3=
2. 1×3= 24. 3×3=
3. 3×2= 25. 8×3=
4. 2×3= 26. 4×3=
5. 3×3= 27. 7×3=
6. 3×4= 28. 5×3=
7. 4×3= 29. 6×3=
8. 3×5= 30. 3×5=
9. 5×3= 31. 3 × 10 =
10. 3×6= 32. 3×1=
11. 6×3= 33. 3×6=
12. 3×7= 34. 3×4=
13. 7×3= 35. 3×9=
14. 3×8= 36. 3×2=
15. 8×3= 37. 3×7=
16. 3×9= 38. 3×3=
17. 9×3= 39. 3×8=
18. 3 × 10 = 40. 11 × 3 =
19. 10 × 3 = 41. 3 × 11 =
20. 1×3= 42. 13 × 3 =
21. 10 × 3 = 43. 3 × 13 =
22. 2×3= 44. 12 × 3 =


Name Date
1. Rewrite the following numbers including commas where appropriate:
a. 1234 _________________ b. 12345 ________________ c. 123456 ________________
d. 1234567 _____________________ e. 12345678901 _____________________
2. Solve each expression. Record your answer in standard form.
Expression Standard Form
5 tens + 5 tens
3 hundreds + 7 hundreds
400 thousands + 600 thousands
3. Represent each addend with place value disks in the place value chart. Show the composition of larger
units from 10 smaller units. Write the sum in standard form.
a. 4 thousands + 11 hundreds = ______________________________________
hundred ten
millions thousands hundreds tens ones
thousands thousands


b. 24 ten thousands + 11 thousands = ______________________________________
hundred ten
thousands thousands
4. Use digits or disks on the place value chart to represent the following equations. Write the product in
standard form.
a. 10 × 3 thousands = _____________________________________
How many thousands are in the answer? ___________________
hundred ten
thousands thousands
b. (3 ten thousands 2 thousands) × 10 = _____________________________
How many thousands are in the answer? __________________________
hundred ten
thousands thousands


c. (32 thousands 1 hundred 4 ones) × 10 = ___________________________
How many thousands are in your answer? _________________________
hundred ten
thousands thousands
5. Lee and Gary visited South Korea. They exchanged their dollars for South Korean bills.
Lee received 15 ten thousand South Korean bills. Gary received 150 thousand bills. Use
disks or numbers on a place value chart to compare Lee’s and Gary’s money.


Name Date
1. In the spaces provided, write the following units in standard form. Be sure to place commas where
appropriate.
a. 9 thousands 3 hundreds 4 ones _______________________________________________________
b. 6 ten thousands 2 thousands 7 hundreds 8 tens 9 ones ____________________________________
c. 1 hundred thousand 8 thousands 9 hundreds 5 tens 3 ones ________________________________
2. Use digits or disks on the place value chart to write 26 thousands 13 hundreds.
hundred ten
thousands thousands
How many thousands are in the number you have written? ____________________


Name Date
1. Rewrite the following numbers including commas where appropriate:
a. 4321 ________________________ b. 54321 _______________________
c. 224466 ________________________ d. 2224466 _______________________
e. 10010011001 __________________________
2. Solve each expression. Record your answer in standard form.
Expression Standard Form
4 tens + 6 tens
8 hundreds + 2 hundreds
3. Represent each addend with place value disks in the place value chart. Show the composition of larger
units from 10 smaller units. Write the sum in standard form.
a. 2 thousands + 12 hundreds = ______________________________________
hundred ten
thousands thousands


b. 14 ten thousands + 12 thousands = ______________________________________
hundred ten
thousands thousands
4. Use digits or disks on the place value chart to represent the following equations. Write the product in
standard form.
a. 10 × 5 thousands = _____________________________________
How many thousands are in the answer? ___________________
hundred ten
thousands thousands
b. (4 ten thousands 4 thousands) × 10 = _____________________________
How many thousands are in the answer? __________________________
hundred ten
thousands thousands


c. (27 thousands 3 hundreds 5 ones) × 10 = __________________________
How many thousands are in your answer? _________________________
hundred ten
thousands thousands
5. A large grocery store received an order of 2 thousand apples. A neighboring school received an order of
20 boxes of apples with 100 apples in each. Use disks or disks on a place value chart to compare the
number of apples received by the school and the number of apples received by the grocery store.


Lesson 4
Objective: Read and write multi-digit numbers using base ten numerals,
number names, and expanded form.

 Skip-Counting 3.OA.4–7 (3 minutes)

 Numbers Expressed in Different Base Units 4.NBT.1 (8 minutes)
Skip-Counting (3 minutes)
Note: Practicing skip-counting on the number line builds a foundation for accessing higher-order concepts
throughout the year.
Direct students to skip-count by fours forward and backward to 48 focusing on transitions crossing the ten.

Materials: (S) Personal white board, unlabeled millions place value chart (Lesson 2 Template)
Note: Reviewing and practicing place value skills in isolation

prepares students for success in writing multi-digit numbers in
NOTES ON
expanded form.
MULTIPLE MEANS
T: Show 5 hundred thousands as place value disks, and OF REPRESENTATION:
write the number below it on the place value chart. Place value fluency supports language
S: (Draw 5 hundred thousands disks and write 500,000 acquisition as it couples meaningful
below the chart.) visuals with valuable practice speaking
the standard and unit form of numbers
T: Say the number in unit form.
to 1 million.
S: 5 hundred thousands.
Lesson 4: Read and write multi-digit numbers using base ten numerals, number
names, and expanded form. 67

T: Say it in standard form.

S: 500,000.
Continue for the following possible sequence: 5 hundred thousands 3 ten thousands,
5 hundred thousands 3 hundreds, 5 ten thousands 3 hundreds, 1 hundred thousand 3 hundreds 5 tens,
and 4 hundred thousands 2 ten thousands 5 tens 3 ones.
Numbers Expressed in Different Base Units (8 minutes)

Note: This fluency activity prepares students for success in writing multi-digit numbers in expanded form.
Base Hundred Units

T: (Project 3 hundreds = ____.) Say the number in standard form.
S: 300.
Continue with a suggested sequence of 9 hundreds, 10 hundreds, 19 hundreds, 21 hundreds, 33 hundreds,
30 hundreds, 100 hundreds, 200 hundreds, 500 hundreds, 530 hundreds, 537 hundreds, and 864 hundreds.
Base Thousand Units

T: (Project 5 thousands = _____.) Say the number in standard form.
S: 5,000.
Continue with a suggested sequence of 9 thousands, 10 thousands, 20 thousands, 100 thousands,
220 thousands, and 347 thousands.
Base Ten Thousand Units

T: (Project 7 ten thousands = _____.) Say the number in standard form.
S: 70,000.
Continue with a suggested sequence of 9 ten thousands, 10 ten thousands, 12 ten thousands,
19 ten thousands, 20 ten thousands, 30 ten thousands, 80 ten thousands, 81 ten thousands,
87 ten thousands, and 99 ten thousands.
Base Hundred Thousand Units

T: (Project 3 hundred thousands = _____.) Say the number in standard form.
S: 300,000.
Continue with a suggested sequence of 2 hundred thousands, 4 hundred thousands, 5 hundred thousands,
7 hundred thousands, 8 hundred thousands, and 10 hundred thousands.

There are about forty-one thousand Asian elephants and about four
hundred seventy thousand African elephants left in the world.
About how many Asian and African elephants are left in total?
Note: This Application Problem builds on the content of the previous
lesson, requiring students to name base thousand units. It also builds
from 3.NBT.2 (fluently add and subtract within 1000). Assist students
by asking them to add using unit names (similar to the example), not
the entire numbers as digits.
About 511,000 elephants are left.

Materials: (S) Personal white board, unlabeled millions place

value chart (Lesson 2 Template) NOTES ON
MULTIPLE MEANS
Problem 1: Write a four-digit number in expanded form.
OF ACTION AND
T: On your place value chart, write 1,708. EXPRESSION:
T: What is the value of the 1? Scaffold student composition of
S: 1 thousand. number words with the following
options:
T: (Record 1,000 under the thousands column.)
 Provide individual cards with number
What is the value of the 7?
words that can be easily copied.
S: 7 hundred.
 Allow students to abbreviate
T: (Record 700 under the hundreds column.) What value number words.
does the zero have?  Set individual goals for writing
S: Zero.  Zero tens. number words.
T: What is the value of the 8?  Allow English language learners their
language of choice for expressing
S: 8 ones.
number words.
T: (Record 8 under the ones column.) What is the value
of 1,000 and 700 and 8?
S: 1,708.
T: So, 1,708 is the same as 1,000 plus 700 plus 8.
T: Record that as a number sentence.
S: (Write 1,000 + 700 + 8 = 1,708.)

Problem 2: Write a five-digit number in word form and expanded form.

T: Now, erase your values, and write this number: 27,085.
T: Show the value of each digit at the bottom of your place value chart.
S: (Write 20,000, 7,000, 80, and 5.)
T: Why is there no term representing the hundreds?
S: Zero stands for nothing.  Zero added to a number doesn’t change the value.
T: With your partner, write an addition sentence to represent 27,085.
S: 20,000 + 7,000 + 80 + 5 = 27,085.
T: Now, read the number sentence with me.
S: Twenty thousand plus seven thousand plus eighty plus five equals twenty-seven thousand, eighty-
five.
T: (Write the number as you speak.) You said “twenty-seven thousand, eighty-five.”
T: What do you notice about where I placed a comma in both the standard form and word form?
S: It is placed after 27 to separate the thousands in both the standard form and word form.
Problem 3: Transcribe a number in word form to standard and expanded form.

Display two hundred seventy thousand, eight hundred fifty.
T: Read this number. (Students read.) Tell your partner how
you can match the word form to the standard form.
S: Everything you say, you should write in words.
 The comma helps to separate the numbers in the thousands
from the numbers in the hundreds, tens, and ones.
T: Write this number in your place value chart. Now, write this number
in expanded form. Tell your partner the number sentence.
S: 200,000 plus 70,000 plus 800 plus 50 equals 270,850.
Repeat with sixty-four thousand, three.
Problem 4: Convert a number in expanded form to word and standard form.

Display 700,000 + 8,000 + 500 + 70 + 3.
T: Read this expression. (Students read.) Use digits to
write this number in your place value chart.
T: My sum is 78,573. Compare your sum with mine.
S: Your 7 is in the wrong place.  The value of the 7 is 700,000.
MP.3 Your 7 has a value of 70,000.
T: Read this number in standard form with me.
S: Seven hundred eight thousand, five hundred seventy-three.
T: Write this number in words. Remember to check for correct use of commas and hyphens.
Repeat with 500,000 + 30,000 + 10 + 3.


Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first.
Some problems do not specify a method for solving. Students should solve these problems using the RDW
approach used for Application Problems.
Lesson Objective: Read and write multi-digit numbers using base ten numerals, number names, and
expanded form.
Invite students to review their solutions for the Problem Set and the totality of the lesson experience. They
should check work by comparing answers with a partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set.
Any combination of the questions below may be used to lead the discussion.
 Compare the numbers in Problems 1 and 2.
What do you notice?
 As you completed the chart on Page 2, what
number words were tricky to write? Which 1a.
number words can be confused with other

number words? Why? What strategies did you
use to spell number words? b.
 In Problem 4, Timothy and his dad read a number

word in two ways. What other numbers can be c.
read more than one way? Which way of reading

a number best helps you solve? When?
2a.
 Two students discussed the importance of zero.
Nate said that zero is not important while Jill said
that zero is extremely important. Who is right? b.
Why do you think so?

 What role can zero play in a number? c.
 How is the expanded form related to the

standard form of a number?
 When might you use expanded form to solve a
calculation?



NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Problem Set 4
Name Date
1. a. On the place value chart below, label the units, and represent the number 90,523.
b. Write the number in word form.
c. Write the number in expanded form.

3. Complete the following chart:
Standard Form Word Form Expanded Form
two thousand, four hundred eighty
20,000 + 400 + 80 + 2
sixty-four thousand, one hundred six
604,016
960,060
4. Black rhinos are endangered, with only 4,400 left in the world. Timothy read that number as “four
thousand, four hundred.” His father read the number as “44 hundred.” Who read the number correctly?
Use pictures, numbers, or words to explain your answer.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Exit Ticket 4
Name Date
1. Use the place value chart below to complete the following:
a. Label the units on the chart.
b. Write the number 800,000 + 6,000 + 300 + 2 in the place value chart.
c. Write the number in word form.
2. Write one hundred sixty thousand, five hundred eighty-two in expanded form.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 4 Homework 4
Name Date

3. Complete the following chart:
Standard Form Word Form Expanded Form
five thousand, three hundred seventy
50,000 + 300 + 70 + 2
thirty-nine thousand, seven hundred one
309,017
770,070
4. Use pictures, numbers, and words to explain another way to say sixty-five hundred.

4
GRADE
Topic B
Comparing Multi-Digit Whole
Numbers
4.NBT.2
Focus Standard: 4.NBT.2 Read and write multi-digit whole numbers using base-ten numerals, number names,
and expanded form. Compare two multi-digit numbers based on meanings of the digits
in each place, using >, =, and < symbols to record the results of comparisons.
Coherence -Links from: G2–M3 Place Value, Counting, and Comparison of Numbers to 1,000
In Topic B, students use place value to compare whole numbers. Initially using the place value chart, students
compare the value of each digit to surmise which number is of greater value. Moving away from dependency
on models and toward fluency with numbers, students compare numbers by observing across the entire
number and noticing value differences. For example, in comparing 12,566 to 19,534, it is evident 19
thousands is greater than 12 thousands because of the value of the digits in the thousands unit. Additionally,
students continue with number fluency by finding what is 1, 10, or 100 thousand more or less than a given
number.
A Teaching Sequence Toward Mastery of Comparing Multi-Digit Whole Numbers

Objective 1: Compare numbers based on meanings of the digits using >, <, or = to record the comparison.
(Lesson 5)
Objective 2: Find 1, 10, and 100 thousand more and less than a given number.
(Lesson 6)
Topic B: Comparing Multi-Digit Whole Numbers

78

Lesson 5
Objective: Compare numbers based on meanings of the digits using
>, <, or = to record the comparison.


 Sprint: Multiply by 4 3.OA.7 (10 minutes)
 Unit Skip-Counting 4.NBT.1 (2 minutes)
Sprint: Multiply by 4 (10 minutes)

Materials: (S) Multiply by 4 Sprint
Note: This fluency activity reviews a foundational Grade 3 standard that helps students learn standard
4.NBT.5.
Unit Skip-Counting (2 minutes)

Note: This activity applies skip-counting fluency that was built during the first four lessons and applies to
concepts from the multiplying by ten lessons.
T: Count by twos to 20.
S: 2, 4, 6, 8, 10, 12, 14, 16, 18, 20.
T: Now, count by 2 tens to 20 tens. Stop counting and raise your hand when you see me raise my
hand.
S: 2 tens, 4 tens, 6 tens.
T/S: (Raise hand.)
S: 60.
Continue, stopping students at 12 tens, 16 tens, and 20 tens.
Repeat the process. This time, count by threes to 30 and by 3 ten thousands to 30 ten thousands.
Lesson 5: Compare numbers based on meanings of the digits using >, <, or = to
record the comparison. 79


Note: Reviewing and practicing place value skills in isolation prepares students for success in comparing
numbers during the lesson.
T: (Write 3,487.) Say the number.
S: 3,487.
T: What digit is in the tens place?
S: 8.
T: (Underline 8.) What’s the value of the 8?
S: 80.
T: State the value of the 3.
S: 3,000.
T: 4?
S: 400.
Repeat for the following possible sequence: 59,607; 287,493; and 742,952.
Draw and label the units on the place value chart to hundred
thousands. Use each of the digits 9, 8, 7, 3, 1, and 0 once to
create a number that is between 7 hundred thousands and 9
hundred thousands. In word form, write the number you
created.
Extension: Create two more numbers following the same
directions as above.
Note: This Application Problem builds on the content of the
previous lesson, requiring students to read and write
multi-digit numbers in expanded, word, and unit forms.
Materials: (S) Personal white board, unlabeled hundred thousands place value chart (Template)
Problem 1: Comparing two numbers with the same largest unit.

Display: 3,010 2,040.
T: Let’s compare two numbers. Say the standard form to your partner, and model each number on
your place value chart.
S: Three thousand, ten. Two thousand, forty.

T: What is the name of the unit with the greatest value?

S: Thousands.
T: Compare the value of the thousands.
S: 3 thousands is greater than 2 thousands.  2 thousands
is less than 3 thousands.
T: Tell your partner what would happen if we only
compared tens rather than the unit with the greatest
value.
S: We would say that 2,040 is greater than 3,010, but that
isn’t right.  The number with more of the largest
unit being compared is greater.  We don’t need to
compare the tens because the thousands are different.
NOTES ON
T: Thousands is our largest unit. 3 thousands is greater
MULTIPLE MEANS
than 2 thousands, so 3,010 is greater than 2,040.
(Write the comparison symbol > in the circle.) Write OF REPRESENTATION:
this comparison statement on your board, and say it to Provide sentence frames for students
your partner in two different ways. to refer to when using comparative
statements.
S: (Write 3,010 > 2,040.) 3,010 is greater than 2,040.
2,040 is less than 3,010.
Problem 2: Comparing two numbers with an equal amount of the largest units.
Display: 43,021 45,302.
T: Model and read each number. How is this comparison different
from our first comparison?
S: Before, our largest unit was thousands. Now, our largest unit is
ten thousands.  In this comparison, both numbers have the
same number of ten thousands.
T: If the digits of the largest unit are equal, how do we compare?
S: We compare the thousands.  We compare the next largest
unit.  We compare the digit one place to the right.
T: Write your comparison statement on your board. Say the comparison statement in two ways.
S: (Write 43,021 < 45,302 and 45,302 > 43,021.) 43,021 is less than 45,302. 45,302 is greater than
43,021.
Repeat the comparison process using 2,305 and 2,530 and then 970,461 and 907,641.
T: Write your own comparison problem for your partner to solve. Create a two-number comparison
problem in which the largest unit in both numbers is the same.

Problem 3: Comparing values of multiple numbers using a place value chart.

Display: 32,434, 32,644, and 32,534.
T: Write these numbers in your place value chart. Whisper the value
of each digit as you do so.
T: When you compare the value of these three numbers, what do
you notice?
S: All three numbers have 3 ten thousands.  All three numbers
have 2 thousands.  We can compare the hundreds because
they are different.
T: Which number has the greatest value?
MP.1
S: 32,644.
T: Tell your partner which number has the least value and
how you know. NOTES ON
S: 32,434 is the smallest of the three numbers because it MULTIPLE MEANS
has the least number of hundreds. OF ACTION AND
T: Write the numbers from greatest to least. Use EXPRESSION:
comparison symbols to express the relationships of the For students who have difficulty
numbers. converting numbers from expanded
S: (Write 32,644 > 32,534 > 32,434.) form into standard form, demonstrate
using a place value chart to show how
Problem 4: Comparing numbers in different number forms. each number can be represented and
then how the numbers can be added
Display: Compare 700,000 + 30,000 + 20 + 8 and 735,008. together. Alternatively, use place value
T: Discuss with your partner how to solve and write your cards (known as Hide Zero cards in the
primary grades) to allow students to
comparison.
see the value of each digit that
S: I will write the numerals in my place value chart to composes a number. The cards help
compare.  Draw disks for each number.  I’ll write students manipulate and visually
the first number in standard form and then compare. display both the expanded form and
S: (Write 730,028 < 735,008.) the standard form of any number.
T: Tell your partner which units you compared and why.

S: I compared thousands because the larger units were
the same. 5 thousands are greater than 0
thousands, so 735,008 is greater than 730,028.
Repeat with 4 hundred thousands 8 thousands 9 tens and
40,000 + 8,000 + 90.


Lesson Objective: Compare numbers based on meanings

of the digits using >, <, or = to record the comparison.
Problem Set.
 When comparing numbers, which is more helpful
to you: lining up digits or lining up place value
disks in a place value chart? Explain.
 How is comparing numbers in Problem 1(a)
different from Problem 1(b)?
 How does your understanding of place value help
to compare and order numbers?
 How can ordering numbers apply to real life?
 What challenges arise in comparing numbers
when the numbers are written in different forms,
such as in Problem 2?


A
Multiply by 4
1. 1×4= 23. 10 × 4 =
2. 4×1= 24. 9×4=
3. 2×4= 25. 4×4=
4. 4×2= 26. 8×4=
5. 3×4= 27. 4×3=
6. 4×3= 28. 7×4=
7. 4×4= 29. 6×4=
8. 5×4= 30. 4 × 10 =
9. 4×5= 31. 4×5=
10. 6×4= 32. 4×6=
11. 4×6= 33. 4×1=
12. 7×4= 34. 4×9=
13. 4×7= 35. 4×4=
14. 8×4= 36. 4×3=
15. 4×8= 37. 4×2=
16. 9×4= 38. 4×7=
17. 4×9= 39. 4×8=
18. 10 × 4 = 40. 11 × 4 =
19. 4 × 10 = 41. 4 × 11 =
20. 4×3= 42. 12 × 4 =
21. 1×4= 43. 4 × 12 =
22. 2×4= 44. 13 × 4 =

B
Multiply by 4
1. 4×1= 23. 9×4=
2. 1×4= 24. 3×4=
3. 4×2= 25. 8×4=
4. 2×4= 26. 4×4=
5. 4×3= 27. 7×4=
6. 3×4= 28. 5×4=
7. 4×4= 29. 6×4=
8. 4×5= 30. 4×5=
9. 5×4= 31. 4 × 10 =
10. 4×6= 32. 4×1=
11. 6×4= 33. 4×6=
12. 4×7= 34. 4×4=
13. 7×4= 35. 4×9=
14. 4×8= 36. 4×2=
15. 8×4= 37. 4×7=
16. 4×9= 38. 4×3=
17. 9×4= 39. 4×8=
18. 4 × 10 = 40. 11 × 4 =
19. 10 × 4 = 41. 4 × 11 =
20. 1×4= 42. 12 × 4 =
21. 10 × 4 = 43. 4 × 12 =
22. 2×4= 44. 13 × 4 =

Name Date
1. Label the units in the place value chart. Draw place value disks to represent each number in the place
value chart. Use <, >, or = to compare the two numbers. Write the correct symbol in the circle.
a. 600,015 60,015
b. 409,004 440,002
2. Compare the two numbers by using the symbols <, >, and =. Write the correct symbol in the circle.
a. 342,001 94,981
b. 500,000 + 80,000 + 9,000 + 100 five hundred eight thousand, nine hundred one

c. 9 hundred thousands 8 thousands 9 hundreds 3 tens 908,930
d. 9 hundreds 5 ten thousands 9 ones 6 ten thousands 5 hundreds 9 ones
3. Use the information in the chart below to list the height in feet of each mountain from least to greatest.
Then, name the mountain that has the lowest elevation in feet.
Name of Mountain Elevation in Feet (ft)

Allen Mountain 4,340 ft
Mount Marcy 5,344 ft
Mount Haystack 4,960 ft
Slide Mountain 4,240 ft

4. Arrange these numbers from least to greatest: 8,002 2,080 820 2,008 8,200
5. Arrange these numbers from greatest to least: 728,000 708,200 720,800 87,300
6. One astronomical unit, or 1 AU, is the approximate distance from Earth to the sun. The following are the
approximate distances from Earth to nearby stars given in AUs:
Alpha Centauri is 275,725 AUs from Earth.

Proxima Centauri is 268,269 AUs from Earth.
Epsilon Eridani is 665,282 AUs from Earth.
Barnard’s Star is 377,098 AUs from Earth.
Sirius is 542,774 AUs from Earth.
List the names of the stars and their distances in AUs in order from closest to farthest from Earth.

Name Date
1. Four friends played a game. The player with the most points wins. Use the information in the table
below to order the number of points each player earned from least to greatest. Then, name the person
who won the game.
Player Name Points Earned

Amy 2,398 points
Bonnie 2,976 points
Jeff 2,709 points
Rick 2,699 points
2. Use each of the digits 5, 4, 3, 2, 1 exactly once to create two different five-digit numbers.
a. Write each number on the line, and compare the two numbers by using the symbols < or >.
Write the correct symbol in the circle.
__________________ __________________
b. Use words to write a comparison statement for the problem above.

Name Date
1. Label the units in the place value chart. Draw place value disks to represent each number in the place
value chart. Use <, >, or = to compare the two numbers. Write the correct symbol in the circle.
a. 909,013 90,013
b. 210,005 220,005

2. Compare the two numbers by using the symbols <, >, and =. Write the correct symbol in the circle.
a. 501,107 89,171
b. 300,000 + 50,000 + 1,000 + 800 six hundred five thousand, nine hundred eight
c. 3 hundred thousands 3 thousands 8 hundreds 4 tens 303,840
d. 5 hundreds 6 ten thousands 2 ones 3 ten thousands 5 hundreds 1 one
3. Use the information in the chart below to list the height, in feet, of each skyscraper from shortest to
tallest. Then, name the tallest skyscraper.
Name of Skyscraper Height of Skyscraper (ft)
Willis Tower 1,450 ft
One World Trade Center 1,776 ft
Taipei 101 1,670 ft
Petronas Towers 1,483 ft

4. Arrange these numbers from least to greatest: 7,550 5,070 750 5,007 7,505
5. Arrange these numbers from greatest to least: 426,000 406,200 640,020 46,600
6. The areas of the 50 states can be measured in square miles.
California is 158,648 square miles. Nevada is 110,567 square miles. Arizona is 114,007 square miles.
Texas is 266,874 square miles. Montana is 147,047 square miles, and Alaska is 587,878 square miles.
Arrange the states in order from least area to greatest area.

unlabeled hundred thousands place value chart

Lesson 6
Objective: Find 1, 10, and 100 thousand more and less than a given
number.

 Unit Skip-Counting 4.NBT.1 (3 minutes)

 Rename the Units 4.NBT.2 (5 minutes)
 Compare Numbers 4.NBT.2 (4 minutes)
Unit Skip-Counting (3 minutes)

Note: This activity applies skip-counting fluency to the NOTES ON
multiplying by ten lessons. MULTIPLE MEANS
OF ACTION AND
T: Count by threes to 30.
EXPRESSION:
S: 3, 6, 9, 12, 15, 18, 21, 24, 27, 30. Before directing the students to count
T: Now, count by 3 ten thousands to 30 ten thousands. by 3 ten thousands, direct them first to
Stop counting and raise your hand when you see me count by 3 cats. Then, direct them to
raise my hand. count by 3 hundreds. Finally, bridge
the directions to counting by 3 ten
S: 3 ten thousands, 6 ten thousands, 9 ten thousands.
thousands.
T/S: (Raise hand.)
S: 90,000.
Continue, stopping students at 15 ten thousands, 21 ten thousands, and 30 ten thousands.
Repeat the process. This time, count by fours to 40 and by 4 hundred thousands to 40 hundred thousands.
Lesson 6: Find 1, 10, and 100 thousand more and less than a given number.
94

Rename the Units (5 minutes)

Note: This fluency activity applies students’ place value skills in a new context that helps them better access
the lesson’s content.

S: 54,783.
T: How many thousands are in 54,783?
S: 54 thousands.
T: (Write 54,783 = _____ thousands ____ ones.) On your personal white board, fill in the equation.
S: (Write 54,783 = 54 thousands 783 ones.)
T: How many ten thousands are in 54,783?
S: 5 ten thousands.
T: (Write 54,783 = _____ ten thousands ____ hundreds ____ ones.) On your board, fill in the equation.
S: (Write 54,783 = 5 ten thousands 47 hundreds 83 ones.)
Follow the same process and sequence for 234,673.
Compare Numbers (4 minutes)

Note: This fluency activity reviews comparing number concepts learned in Lesson 5.
T: (Write 231,005 _____ 83,872.) On your personal white board, compare the numbers by writing the
greater than, less than, or equal to symbol.
S: (Write 231,005 > 83,872.)
Repeat using the following sequence: 6 thousands 4 hundreds 9 tens _______5 ten thousands 4 hundreds 9
ones and 8 hundred thousands 7 thousands 8 hundreds 2 tens ______ 807,820.
Use the digits 5, 6, 8, 2, 4, and 1 to create two six-digit numbers. Be sure to use each of the digits within both
numbers. Express the numbers in word form, and use a comparison symbol to show their relationship.
Note: This Application Problem builds on the content of the previous two lessons.
95

Materials: (T) Unlabeled hundred thousands place value chart (Lesson 5 Template) (S) Personal white board,
unlabeled hundred thousands place value chart (Lesson 5 Template)
Problem 1: Find 1 thousand more and 1 thousand less.

T: (Draw 2 thousands disks in the place value chart.) How many
thousands do you count?
S: Two thousands.
T: What number is one thousand more? (Draw 1 more
thousand.)
S: Three thousands.
T: (Write 3 thousands 112 ones.) Model this number with disks,
and write its expanded and standard form.
S: (Write 3,000 + 100 + 10 + 2. 3,112.)
T: Draw 1 more unit of one thousand. What number is 1
thousand more than 3,112?
S: 4,112 is 1 thousand more than 3,112.
T: 1 thousand less than 3,112?
S: 2,112.
T: Draw 1 ten thousands disk. What number do you have now?
MP.5 S: 14,112.
T: Show 1 less unit of 1 thousand. What number is 1 thousand less than 14,112?
S: 13,112.
T: 1 thousand more than 14,112?
S: 15,112.
T: Did the largest unit change? Discuss with your partner.
S: (Discuss.)
T: Show 19,112. (Pause as students draw.) What is 1 thousand less? 1 thousand more than 19,112?
S: 18,112. 20,112.
S: (Discuss.)
T: Show 199,465. (Pause as they do so.) What is 1 thousand less? 1 thousand more than 199,465?
S: 198,465. 200,465.
S: (Discuss.)
96


T: Use numbers and disks to model 2 ten thousands 3 thousands.
Read and write the expanded form.
S: (Model, read, and write 20,000 + 3,000 = 23,000.)
T: What number is 10 thousand more than 2 ten thousands 3
thousands? Draw, read, and write the expanded form.
S: (Model, read, and write 20,000 + 10,000 + 3,000 = 33,000.)
T: (Display 100,000 + 30,000 + 4,000.) Use disks and numbers to
model the sum. What number is 10 thousand more than
134,000? Say your answer as an addition sentence.
S: 10,000 plus 134,000 is 144,000.
T: (Display 25,130 – 10,000.) What number is 10 thousand less
than 25,130? Work with your partner to use numbers and disks
to model the difference. Write and whisper to your partner an
equation in unit form to verify your answer.
S: (Model, read, and write 2 ten thousands 5 thousands 1 hundred 3 tens minus 1 ten thousand is 1 ten
thousand 5 thousands 1 hundred 3 tens.)

T: (Display 200,352.) Work with your partner to find the
number that is 100 thousand more than 200,352.
Write an equation to verify your answer. NOTES ON
S: (Write 200,352 + 100,000 = 300,352.) MULTIPLE MEANS
T: (Display 545,000 and 445,000 and 345,000.) Read OF ENGAGEMENT:
these three numbers to your partner. Predict the next After students predict the next number
number in my pattern, and explain your reasoning. in the pattern, ask students to create
S: I predict the next number will be 245,000. I notice the their own pattern using the strategy of
one thousand more or less, ten
numbers decrease by 100,000. 345,000 minus 100,000
thousand more or less, or one hundred
is 245,000.  I notice the hundred thousand units
thousand more or less. Then, ask
decreasing: 5 hundred thousands, 4 hundred students to challenge their classmates
thousands, 3 hundred thousands. I predict the next to predict the next number in the
number will have 2 hundred thousands. I notice the pattern.
other units do not change, so the next number will be 2
hundred thousands 4 ten thousands 5 thousands.
97


Lesson Objective: Find 1, 10, and 100 thousand more and

less than a given number.
Problem Set.
 When drawing place value disks in the Problem
Set, how did you show that a number was added
or that a number was taken away? If you used
symbols, which symbols did you use?
 Look at Problem 2 in the Problem Set. How did
you solve? Compare your method to your a.
partner’s. How else could you model?

 Why were Problem 3 (e) and (f) more challenging
than the rest? How did you use your place value b.
knowledge to solve?
 Look at Problem 4. What strategy did you use to c.
complete the pattern? How many ways can we
model to solve? Which way is best? Why do you
think so? d.
 Compare Problem 3 and Problem 4. Which was

easier to solve? Why?
 How does your understanding of place value help
you add or subtract 1,000, 10,000, and 100,000?
 What place value patterns have we discovered?
98


99

Name Date
1. Label the place value chart. Use place value disks to find the sum or difference. Write the answer in
standard form on the line.
a. 10,000 more than six hundred five thousand, four hundred seventy-two is ___________________.
b. 100 thousand less than 400,000 + 80,000 + 1,000 + 30 + 6 is ____________________.
c. 230,070 is _______________________________________ than 130,070.
2. Lucy plays an online math game. She scored 100,000 more points on Level 2 than on Level 3. If she
scored 349,867 points on Level 2, what was her score on Level 3? Use pictures, words, or numbers to
explain your thinking.
100

3. Fill in the blank for each equation.
a. 10,000 + 40,060 = ____________ b. 21,195 – 10,000 = ____________
c. 999,000 + 1,000 = ______________ d. 129,231 – 100,000 = ____________
e. 122,000 = 22,000 + ____________ f. 38,018 = 39,018 – ______________
4. Fill in the empty boxes to complete the patterns.
a.
150,010 170,010 190,010
Explain in pictures, numbers, or words how you found your answers.
b.
898,756 798,756 498,756
101

c.
744,369 743,369 741,369
d.
118,910 88,910 78,910
102

Name Date
1. Fill in the empty boxes to complete the pattern.
468,235 471,235 472,235
2. Fill in the blank for each equation.
a. 1,000 + 56,879 = ____________ b. 324,560 – 100,000 = ____________
c. 456,080 – 10,000 = ______________ d. 10,000 + 786,233 = ____________
3. The population of Rochester, NY, in the 2000 Census was 219,782. The 2010 Census found that the
population decreased by about 10,000. About how many people lived in Rochester in 2010?
Explain in pictures, numbers, or words how you found your answer.
103

Name Date
1. Label the place value chart. Use place value disks to find the sum or difference. Write the answer in
standard form on the line.
a. 100,000 less than five hundred sixty thousand, three hundred thirteen is ______________.
b. Ten thousand more than 300,000 + 90,000 + 5,000 + 40 is ____________________.
c. 447,077 is _______________________________________ than 347,077.
2. Fill in the blank for each equation:
a. 100,000 + 76,960 = ____________ b. 13,097 – 1,000 = ____________
c. 849,000 – 10,000 = ______________ d. 442,210 + 10,000 = ____________
e. 172,090 = 171,090 + ____________ f. 854,121 = 954,121 – ____________
104

3. Fill in the empty boxes to complete the patterns.
a.
145,555 147,555 149,555
b.
764,321 774,321 804,321
c.
125,876 225,876 425,876
105

d.
254,445 224,445 214,445
4. In 2012, Charlie earned an annual salary of $54,098. At the beginning of 2013, Charlie’s annual salary was
raised by $10,000. How much money will Charlie earn in 2013? Use pictures, words, or numbers to
explain your thinking.
106

4
GRADE
Topic C
Rounding Multi-Digit Whole Numbers
4.NBT.3
Focus Standard: 4.NBT.3 Use place value understanding to round multi-digit whole numbers to any place.
In Topic C, students round to any place using the vertical number line and approximation. The vertical
number line allows students to line up place values of the numbers they are comparing. In Grade 3, students
rounded to the nearest 10 or 100 using place value understanding. Now, they extend this understanding
rounding to the nearest thousand, ten thousand, and hundred thousand. Uniformity in the base ten system
easily transfers understanding from the Grade 3 (3.NBT.1) to Grade 4 (4.NBT.3) standard.
Rounding to the leftmost unit is easiest for students, but Grade 4 students learn the advantages to rounding
to any place value, which increases accuracy. Students move from dependency on the number line and learn
to round a number to a particular unit. To round 34,108 to the nearest thousand, students find the nearest
multiple, 34,000 or 35,000, by seeing if 34,108 is more than or less than halfway between the multiples. The
final lesson of Topic C presents complex and real world examples of rounding, including instances where the
number requires rounding down, but the context requires rounding up.
A Teaching Sequence Toward Mastery of Rounding Multi-Digit Whole Numbers

Objective 1: Round multi-digit numbers to the thousands place using the vertical number line.
(Lesson 7)
Objective 2: Round multi-digit numbers to any place using the vertical number line.
(Lesson 8)
Objective 3: Use place value understanding to round multi-digit numbers to any place value.
(Lesson 9)
Objective 4: Use place value understanding to round multi-digit numbers to any place value using real
world applications.
(Lesson 10)
Topic C: Rounding Multi-Digit Whole Numbers

107

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 7 4
Lesson 7
Objective: Round multi-digit numbers to the thousands place using the
vertical number line.

 Change Place Value 4.NBT.1 (5 minutes)

 Number Patterns 4.NBT.1 (5 minutes)
 Find the Midpoint 4.NBT.3 (5 minutes)
Change Place Value (5 minutes)

Materials: (S) Personal white board, unlabeled hundred thousands place value chart (Lesson 5 Template)
Note: This fluency activity reviews Lesson 6’s content.
T: (Project place value chart. Write 3 hundred thousands, 5 ten thousands, 2 thousands, 1 hundred,
5 tens, and 4 ones.) On your personal white board, draw place value disks, and write the numbers
beneath it.
S: (Draw disks and write 352,154.)
T: Show 100 more.
S: (Draw 1 more 100 disk, erase the number 1 in the hundreds place, and replace it with a 2 so that
their boards now read 352,254.)
Possible further sequence: 10,000 less; 100,000 more; 1 less; and 10 more.
Repeat with the following: 7,385; 297,084; and 306,032.
Lesson 7: Round multi-digit numbers to the thousands place using the vertical
number line. 108

Number Patterns (5 minutes)

Note: This activity synthesizes skip-counting fluency with Lesson 6’s content and applies it in a context that
lays a foundation for rounding multi-digit numbers to the thousands place.
T: (Project 50,300; 60,300; 70,300; ____.) What is the place value of the digit that’s changing?
S: Ten thousand.
T: Count with me saying the value of the digit I’m pointing to. (Point at the ten thousand digit as
students count.)
S: 50,000; 60,000; 70,000.
T: On your personal board, write what number would come after 70,300.
S: (Write 80,300.)
Repeat for the following possible sequence, using place value disks if students are struggling:
92,010 82,010 72,010 ______
135,004 136,004 137,004 ______
832,743 832,643 832,543 ______
271,543 281,543 291,543 ______
Find the Midpoint (5 minutes)

Note: Practicing this skill in isolation lays a foundation to conceptually understand

rounding on a vertical number line and reviews Grade 3 skills in anticipation of this
lesson.
Project a vertical number line with endpoints 10 and 20.
number line
T: What’s halfway between 10 and 20?
S: 15.
T: (Write 15 halfway between 10 and 20. Draw a second line with 1,000 and 2,000 as the endpoints.)
How many hundreds are in 1,000?
S: 10 hundreds.
T: (Below 1,000, write 10 hundreds.) How many hundreds are in 2,000?
MP.2 S: 20 hundreds.
T: (Write 20 hundreds below 2,000.) What’s halfway between 10 hundreds and 20 hundreds?
S: 15 hundreds.
T: (Write 1,500 halfway between 1,000 and 2,000. Below 1,500, write 15 hundreds.) On your personal
board, draw a vertical number line with two endpoints and a midpoint.
S: (Draw number line with two endpoints and a midpoint.)
number line. 109

T: Label 31,000 and 32,000 as endpoints.

S: (Label 31,000 and 32,000 as endpoints.)
MP.2
T: How many hundreds are in 31,000?
S: 310 hundreds.
T: How many hundreds are in 32,000?
S: 320 hundreds.
T: Identify the midpoint.
S: (Write 31,500.)
Repeat the process and procedure to find the midpoint of 831,000 and 832,000; 63,000 and 64,000;
264,000 and 265,000; and 99,000 and 100,000.

According to their pedometers, Mrs. Alsup's class took a total of 42,619 steps on Tuesday. On Wednesday,
they took ten thousand more steps than they did on Tuesday. On Thursday, they took one thousand fewer
steps than they did on Wednesday. How many steps did Mrs. Alsup's class take on Thursday?
Note: This Application Problem builds on the concept of the previous lesson requiring students to find
1 thousand, 10 thousand, or 100 thousand more or less than a given number.

Problem 1: Use a vertical number line to round four-digit numbers to the nearest thousand.
T: (Draw a vertical number line with 2 endpoints.) We are going to round
4,100 to the nearest thousand. How many thousands are in 4,100?
S: 4 thousands.
T: (Mark the lower endpoint with 4 thousands.) And 1 more thousand
would be?
S: 5 thousands.
T: (Mark the upper endpoint with 5 thousands.) What’s halfway
between 4 thousands and 5 thousands?
number line. 110

S: 4,500.
T: (Label 4,500 on the number line.) Where should I label 4,100? Tell me where to stop. (Move your
marker up the line.)
S: Stop!
T: (Label 4,100 on the number line.) Is 4,100 nearer to 4 thousands or 5 thousands?
S: 4,100 is nearer to 4 thousands.
T: True. We say 4,100 rounded to the nearest thousand
is 4,000.
NOTES ON
T: (Label 4,700 on the number line.) What about 4,700?
MULTIPLE MEANS
S: 4,700 is nearer to 5 thousands. OF REPRESENTATION:
T: Therefore, we say 4,700 rounded to the nearest For those students who have trouble
thousand is 5,000. conceptualizing halfway, demonstrate
halfway using students as models. Two
Problem 2: Use a vertical number line to round five- and six- students represent the thousands.
digit numbers to the nearest thousand. A third student represents halfway.
A fourth student represents the
T: Let’s round 14,500 to the nearest thousand. How
number being rounded.
many thousands are there in 14,500? Discuss: Where do they belong? To
S: 14 thousands. whom are they nearer? To which
T: What’s 1 more thousand? number would they round?
S: 15 thousands.
T: Designate the endpoints on your number line. What is halfway between 14,000 and 15,000?
S: 14,500. Hey, that’s the number that we are trying to round to the nearest thousand.
T: True. 14,500 is right in the middle. It is the halfway
point. It is not closer to either number. The rule is that
we round up. 14,500 rounded to the nearest thousand
is 15,000.
T: With your partner, mark 14,990 on your number line, and
round it to the nearest thousand.
S: 14,990 is nearer to 15 thousands or 15,000.
T: Mark 14,345 on your number line. Talk with your partner
about how to round it to the nearest thousand.
S: 14,345 is nearer to 14 thousands.  14,345 is nearer to 14,000.  14,345 rounded to the nearest
thousand is 14,000.
T: Is 14,345 greater than or less than the halfway point?
S: Less than.
T: We can look to see if 14,345 is closer to 14,000 or 15,000, and we can also look to see if it is greater
than or less than the halfway point. If it is less than the halfway point, it is closer to 14,000.
Repeat using the numbers 215,711 and 214,569. Round to the nearest thousand, and name how many
thousands are in each number.
number line. 111


should solve these problems using the RDW approach used
for Application Problems.

Lesson Objective: Round multi-digit numbers to the
thousands place using the vertical number line.
Invite students to review their solutions for the Problem Set
and the totality of the lesson experience. They should check
work by comparing answers with a partner before going
over answers as a class. Look for misconceptions or
Problem Set.
 Look at Problem 1 in the Problem Set.
Compare how you rounded 6,700 and 16,401.
Explain how your rounding to the nearest thousand
differed even though both numbers have a 6 in the
thousands place.
 What was your strategy for solving Problem 4?
How did the vertical number line support your
thinking?
 What makes 5 special in rounding?
 How does the number line help you round
numbers? Is there another way you prefer? Why?
 What is the purpose of rounding?
 When might we use rounding or estimation?

After the Student Debrief, instruct students to complete the
Exit Ticket. A review of their work will help with assessing students’ understanding of the concepts that were
presented in today’s lesson and planning more effectively for future lessons. The questions may be read
number line. 112

Name Date
1. Round to the nearest thousand. Use the number line to model your thinking.
a. 6,700 ≈ _________________ b. 9,340 ≈ _________________
c. 16,401 ≈ _________________ d. 39,545 ≈ _________________
e. 399,499 ≈ _________________ f. 840,007 ≈ _________________
number line. 113

2. A pilot wanted to know about how many kilometers he flew on his last 3 flights. From NYC to London, he
flew 5,572 km. Then, from London to Beijing, he flew 8,147 km. Finally, he flew 10,996 km from Beijing
back to NYC. Round each number to the nearest thousand, and then find the sum of the rounded
numbers to estimate about how many kilometers the pilot flew.
3. Mrs. Smith’s class is learning about healthy eating habits. The students learned that the average child
should consume about 12,000 calories each week. Kerry consumed 12,748 calories last week. Tyler
consumed 11,702 calories last week. Round to the nearest thousand to find who consumed closer to the
recommended number of calories. Use pictures, numbers, or words to explain.
4. For the 2013-2014 school year, the cost of tuition at Cornell University was $43,000 when rounded to the
nearest thousand. What is the greatest possible amount the tuition could be? What is the least possible
amount the tuition could be?
number line. 114

Name Date
a. 7,621 ≈ ___________ b. 12,502 ≈ ___________ c. 324,087 ≈ ___________
2. It takes 39,090 gallons of water to manufacture a new car. Sammy thinks that rounds up to about 40,000
gallons. Susie thinks it is about 39,000 gallons. Who rounded to the nearest thousand, Sammy or Susie?
Use pictures, numbers, or words to explain.
number line. 115

Name Date
a. 5,900 ≈ _________________ b. 4,180 ≈ _________________
c. 32,879 ≈ _________________ d. 78,600 ≈ _________________
e. 251,031 ≈ _________________ f. 699,900 ≈ _________________
number line. 116

2. Steven put together 981 pieces of a puzzle. About how many pieces did he put together? Round to the
nearest thousand. Use what you know about place value to explain your answer.
3. Louise’s family went on vacation to Disney World. Their vacation cost $5,990. Sophia’s family went on
vacation to Niagara Falls. Their vacation cost $4,720. Both families budgeted about $5,000 for their
vacation. Whose family stayed closer to the budget? Round to the nearest thousand. Use what you
know about place value to explain your answer.
4. Marsha’s brother wanted help with the first question on his homework. The question asked the students
to round 128,902 to the nearest thousand and then to explain the answer. Marsha’s brother thought that
the answer was 128,000. Was his answer correct? How do you know? Use pictures, numbers, or words
to explain.
number line. 117

Lesson 8
Objectives: Round multi-digit numbers to any place using the vertical
number line.

 Sprint: Find the Midpoint 4.NBT.3 (9 minutes)

 Rename the Units 4.NBT.2 (3 minutes)
Sprint: Find the Midpoint (9 minutes)

Materials: (S) Find the Midpoint Sprint
Note: Practicing this skill in isolation lays a foundation to conceptually understand rounding on a vertical
number line.
Rename the Units (3 minutes)

Note: This fluency activity applies students’ place value skills in a new context that helps them better access
the lesson’s content.
S: 357,468.
T: (Write 357,468 = ____ thousands 468 ones.) On your personal white boards, fill in the equation.
S: (Write 357,468 = 357 thousands 468 ones.)
Repeat process for 357,468 = ____ ten thousands 7,468 ones; 357,468 = ____ hundreds 6 tens 8 ones; and
357,468 = ____ tens 8 ones.
Lesson 8: Round multi-digit numbers to any place using the vertical number line.
118


Jose’s parents bought a used car, a new motorcycle, and a used
snowmobile. The car cost $8,999. The motorcycle cost $9,690.
The snowmobile cost $4,419. About how much money did they
spend on the three items?
Note: This Application Problem builds on the content of previous
lessons. Students are required to round and then to add base
thousand units.

NOTES ON
Materials: (S) Personal white board MULTIPLE MEANS
OF REPRESENTATIONS:
Problem 1: Use a vertical number line to round five- and six- An effective scaffold when working in
digit numbers to the nearest ten thousand. the thousands period is to first work
with an analogous number in the ones
(Display a number line with endpoints 70,000 and 80,000.)
period. For example:
T: Let’s round 72 to the nearest ten.
T: How many tens are in 72?
S: 7 tens.
T: What is 1 more ten?
S: 8 tens.
T: We are going to round 72,744 to the nearest ten
T: 7 tens and 8 tens are the endpoints
thousand. How many ten thousands are in 72,744?
of my number line.
S: 7 ten thousands.
T: What is the value of the halfway
T: (Mark the lower endpoint with 7 ten thousands.) point?
And 1 more ten thousand would be…?
S: 7 tens 5 ones.  Seventy-five.
S: 8 ten thousands.
T: Tell me where to stop on my
T: (Mark the upper endpoint with 8 ten thousands.) number line. (Start at 70 and move
What’s halfway between 7 ten thousands and 8 ten up.)
thousands?
S: Stop!
S: 7 ten thousands 5 thousands.  75,000.
T: Is 72 less than halfway or more
T: (Mark 75,000 on the number line.) Where should I than halfway to 8 tens or 80?
label 72,744? Tell me where to stop. (Move your
S: Less than halfway.
marker up the line.)
T: We say 72 rounded to the nearest
S: Stop.
ten is 70.
T: (Mark 72,744 on the number line.)
T: We use the exact same process
T: Is 72,744 nearer to 70,000 or 80,000? when rounding 72 thousand to the
S: 72,744 is nearer to 70,000. nearest ten thousand.
119

T: We say 72,744 rounded to the nearest ten thousand is 70,000.

Repeat with 337,601 rounded to the nearest ten thousand.
Problem 2: Use a vertical number line to round six-digit numbers to the nearest hundred thousand.
T: (Draw a number line to round 749,085 to the nearest
hundred thousand.) We are going to round 749,085 to the
nearest hundred thousand. How many hundred thousands
are in 749,085?
T: What’s 1 more hundred thousand?
T: Label your endpoints on the number line. What is halfway
between 7 hundred thousands and 8 hundred thousands?
S: 7 hundred thousands 5 ten thousands.  750,000.
T: Designate the midpoint on the number line. With your partner, mark 749,085 on the number line,
and round it to the nearest hundred thousand.
S: 749,085 is nearer to 7 hundred thousands.  749,085 is nearest to 700,000.  749,085 rounded
to the nearest hundred thousand is 700,000.
Repeat with 908,899 rounded to the nearest hundred thousand.
Problem 3: Estimating with addition and subtraction.

T: (Write 505,341 + 193,841.) Without finding the exact
answer, I can estimate the answer by first rounding NOTES ON
each addend to the nearest hundred thousand and
MULTIPLE MEANS
then adding the rounded numbers.
OF ENGAGEMENT:
T: Use a number line to round both numbers to the
Make the lesson relevant to students’
nearest hundred thousand.
lives. Discuss everyday instances of
S: (Round 505,341 to 500,000. Round 193,841 to estimation. Elicit examples of when a
200,000.) general idea about a sum or difference
T: Now add 500,000 + 200,000. is necessary, rather than an exact
MP.2 answer. Ask, “When is it appropriate to
S: 700,000. estimate? When do we need an exact
T: So, what’s a good estimate for the sum of 505,341 and answer?”
193,841?
S: 700,000.
T: (Write 35,555 – 26,555.) How can we use rounding to estimate the answer?
S: Let’s round each number before we subtract.
T: Good idea. Discuss with your partner how you will round to estimate the difference.
S: I can round each number to the nearest ten thousand. That way I’ll have mostly zeros in my
numbers. 40,000 minus 30,000 is 10,000.  35,555 minus 26,555 is like 35 minus 26, which is 9.
35,000 minus 26,000 is 9,000.  It’s more accurate to round up. 36,000 minus 27,000 is 9,000.
Hey, it’s the same answer!
120

T: What did you discover?

S: It’s easier to find an estimate rounded to the
largest unit.  We found the same estimate
even though you rounded up and I rounded
down.  We got two different estimates!
T: Which estimate do you suppose is closer to the
actual difference?
S: I think 9,000 is closer because we changed fewer
numbers when we rounded.
T: How might we find an estimate even closer to the
actual difference?
S: We could round to the nearest hundred or ten.

Lesson Objective: Round multi-digit numbers to any place

value using the vertical number line.
Problem Set.
 Compare Problem 1(b) and (c). How did you
determine your endpoints for each number line?
 Tell your partner your steps for rounding a
number. Which step is most difficult for you?
Why?
 Look at Problem 5. How did your estimates compare? What did you notice as you solved?
121

 What are the benefits and drawbacks of rounding the same number to different units (as you did in
Problem 5)?
 In what real life situation might you make an estimate like Problem 5?
Write and complete one of the following statements in your math journal:
 The purpose of rounding addends is _____.
 Rounding to the nearest _____ is best when _____.

122

A
Find the Midpoint
1. 0 10 23. 6000 7000
2. 0 100 24. 600 700
3. 0 1000 25. 60 70
4. 10 20 26. 260 270
5. 100 200 27. 9260 9270
6. 1000 2000 28. 80 90
7. 30 40 29. 90 100
8. 300 400 30. 990 1000
9. 400 500 31. 9990 10,000
10. 20 30 32. 440 450
11. 30 40 33. 8300 8400
12. 40 50 34. 680 690
13. 50 60 35. 9400 9500
14. 500 600 36. 3900 4000
15. 5000 6000 37. 2450 2460
16. 200 300 38. 7080 7090
17. 300 400 39. 3200 3210
18. 700 800 40. 8630 8640
19. 5700 5800 41. 8190 8200
20. 70 80 42. 2510 2520
21. 670 680 43. 4890 4900
22. 6700 6800 44. 6660 6670
123

B
Find the Midpoint
1. 10 20 23. 7000 8000
2. 100 200 24. 700 800
3. 1000 2000 25. 70 80
4. 20 30 26. 270 280
5. 200 300 27. 9270 9280
6. 2000 3000 28. 80 90
7. 40 50 29. 90 100
8. 400 500 30. 990 1000
9. 500 600 31. 9990 10,000
10. 30 40 32. 450 460
11. 40 50 33. 8400 8500
12. 50 60 34. 580 590
13. 60 70 35. 9500 9600
14. 600 700 36. 2900 3000
15. 6000 7000 37. 3450 3460
16. 300 400 38. 6080 6090
17. 400 500 39. 4200 4210
18. 800 900 40. 7630 7640
19. 5800 5900 41. 7190 7200
20. 80 90 42. 3510 3520
21. 680 690 43. 5890 5900
22. 6800 6900 44. 7770 7780
124

Name Date
Complete each statement by rounding the number to the given place value. Use the number line to show
your work.
1. a. 53,000 rounded to the nearest ten 2. a. 240,000 rounded to the nearest

thousand is _______________. hundred thousand is _______________.
b. 42,708 rounded to the nearest ten b. 449,019 rounded to the nearest

c. 406,823 rounded to the nearest ten c. 964,103 rounded to the nearest

125

3. 975,462 songs were downloaded in one day. Round this number to the nearest hundred thousand to
estimate how many songs were downloaded in one day. Use a number line to show your work.
4. This number was rounded to the nearest ten thousand. List the possible digits that could go in the
thousands place to make this statement correct. Use a number line to show your work.
13_ ,644 ≈ 130,000
5. Estimate the difference by rounding each number to the given place value.
712,350 − 342,802
a. Round to the nearest ten thousands.
b. Round to the nearest hundred thousands.
126

Name Date
1. Round to the nearest ten thousand. Use the number line to model your thinking.
a. 35,124 ≈ ___________ b. 981,657 ≈ ___________
2. Round to the nearest hundred thousand. Use the number line to model your thinking.
a. 89,678 ≈ ___________ b. 999,765 ≈ ___________
3. Estimate the sum by rounding each number to the nearest hundred thousand.
257,098 + 548,765 ≈ ___________
127

Name Date
Complete each statement by rounding the number to the given place value. Use the number line to show
your work.
1. a. 67,000 rounded to the nearest ten 2. a. 867,000 rounded to the nearest

b. 51,988 rounded to the nearest ten b. 767,074 rounded to the nearest

c. 105,159 rounded to the nearest ten c. 629,999 rounded to the nearest hundred
thousand is _______________. thousand is _______________.
128

3. 491,852 people went to the water park in the month of July. Round this number to the nearest hundred
thousand to estimate how many people went to the park. Use a number line to show your work.
4. This number was rounded to the nearest hundred thousand. List the possible digits that could go in the
ten thousands place to make this statement correct. Use a number line to show your work.
1_9,644 ≈ 100,000
5. Estimate the sum by rounding each number to the given place value.
164,215 + 216,088
a. Round to the nearest ten thousand.
b. Round to the nearest hundred thousand.
129

Lesson 9
Objective: Use place value understanding to round multi-digit numbers to
any place value.

 Multiply by Ten 4.NBT.1 (5 minutes)

 Round to Different Place Values 4.NBT.3 (7 minutes)
Multiply by Ten (5 minutes)

Note: This fluency activity deepens the students’ foundation of multiplying by ten.
T: (Write 10 × 10 =____.) Say the multiplication sentence.

S: 10 × 10 = 100.
T: (Write 10 × ____ ten = 100.) On your personal white boards, fill in the blank.
S: (Write 10 × 1 ten = 100.)
T: (Write ____ ten × ____ ten = 100.) On your boards, fill in the blanks.
S: (Write 1 ten × 1 ten = 100.)
T: (Write ____ ten × ____ ten = ____hundred.) On your boards, fill in the blanks.
S: (Write 1 ten × 1 ten = 1 hundred.)
Repeat process for possible sequence: 1 ten × 20 =____, 1 ten × 40 = ____ hundreds, 1 ten × ____= 700, and
4 tens × 1 ten = ____ hundreds.
Note: The use of the digit or a unit is intentional. It builds understanding of multiplying by different units
(6 ones times 1 ten equals 6 tens, so 6 tens times 1 ten equals 6 hundreds, not 6 tens).
Lesson 9: Use place value understanding to round multi-digit numbers to any

place value. 130

Round to Different Place Values (7 minutes)

Note: This fluency activity reviews Lesson 8’s objective and lays a foundation for today’s lesson.

S: 63,941.
T: Round 63,941 to the nearest ten thousand. Between what 2 ten thousands is 63,941?
S: 6 ten thousands and 7 ten thousands.
T: On your boards, draw a vertical number line with 60,000 and 70,000 as endpoints.
S: (Draw a vertical number line with 60,000 and 70,000 as the endpoints.)
T: What’s halfway between 60,000 and 70,000?
S: 65,000.
T: Label 65,000 as the midpoint on your number line. Label 63,941 on your number line.
S: (Label 63,941 below 65,000 on their number lines.)
T: (Write 63,941 ≈ ____.) On your boards, fill in the blank, rounding 63,941 to the nearest ten
thousand.
S: (Write 63,941 ≈ 60,000.)
Repeat process for 63,941 rounded to the nearest thousand; 47,261 rounded to the nearest ten thousand;
47,261 rounded to the nearest thousand; 618,409 rounded to the nearest hundred thousand; 618,409
rounded to the nearest ten thousand; and 618,904 rounded to the nearest thousand.
34,123 people attended a basketball game. 28,310

people attended a football game. About how many
more people attended the basketball game than the
football game? Round to the nearest ten thousand
to find the answer. Does your answer make sense?
What might be a better way to compare attendance?
Note: The Application Problem builds on the concept
learned in the previous lesson (4.NBT.3) and on
3.NBT.2. Students are required to round and then to
subtract using base thousand units. Students have not
practiced an algorithm for subtracting with five digits.
Due to the rounded numbers, you may show
subtraction using unit form as an alternative method
(34 thousand – 28 thousand, instead of 34,000 – 28,000).

place value. 131

Problem 1: Rounding to the nearest thousand without using a number line.

T: (Write 4,333 ≈ ____.) Round to the nearest thousand. Between what two thousands is 4,333?
S: 4 thousands and 5 thousands.
T: What is halfway between 4,000 and 5,000?
S: 4,500.
T: Is 4,333 less than or more than halfway?
S: Less than.
T: So 4,333 is nearer to 4,000.
T: (Write 18,753 ≈____.) Round to the nearest thousand. NOTES ON
Tell your partner between what two thousands 18,753 MULTIPLE MEANS
is located. OF REPRESENTATION:
S: 18 thousands and 19 thousands. Students who have difficulty visualizing
4,333 as having 4 thousands 3
T: What is halfway between 18 thousands and 19
hundreds could benefit from writing
thousands?
the number on their place value chart.
S: 18,500. In doing so, they will be able to see that
T: Round 18,753 to the nearest thousand. Tell your 4,333 has 43 hundreds. This same
partner if 18,753 is more than or less than halfway. strategy could also be used for other
numbers.
S: 18,753 is more than halfway. 18,753 is nearer to
19,000.  18,753 rounded to the nearest thousand
is 19,000.
Repeat with 346,560 rounded to the nearest thousand.
Problem 2: Rounding to the nearest ten thousand or hundred thousand without using a vertical line.
T: (Write 65,600 ≈ ____.) Round to the nearest ten thousand. Between what two ten thousands is
65,600?
S: 6 ten thousands and 7 ten thousands.
S: 65,000.
T: Is 65,600 less than or more than halfway?
S: 65,600 is more than halfway.
T: Tell your partner what 65,600 is when rounded to the nearest ten thousand.
S: 65,600 rounded to the nearest ten thousand is 70,000.
Repeat with 548,253 rounded to the nearest ten thousand.

place value. 132

T: (Write 676,000 ≈____.) Round 676,000 to the nearest hundred thousand. First tell your partner
what your endpoints will be.
S: 600,000 and 700,000.
T: Determine the halfway point.
S: 650,000.
T: Is 676,000 greater than or less than the halfway point?
S: Greater than.
T: Tell your partner what 676,000 is when rounded to the nearest hundred thousand.
S: 676,000 rounded to the nearest hundred thousand is 700,000.
T: (Write 203,301 ≈____.) Work with your partner to round 203,301 to the nearest hundred thousand.
T: Explain to your partner how we use the midpoint to round without a number line.
S: We can’t look at a number line, so we have to use mental math to find our endpoints and halfway
point.  If we know the midpoint, we can see if the number is greater than or less than the
midpoint.  When rounding, the midpoint helps determine which endpoint the rounded number is
closer to.
Problem 3: Rounding to any value without using a number line.

T: (Write 147,591 ≈____.) Whisper read this number to
your partner in standard form. Now, round 147,591 to
the nearest hundred thousand.
S: 100,000.
T: Excellent. (Write 147,591 ≈ 100,000. Point to
100,000.) 100,000 has zero ones in the ones place,
zero tens in the tens place, zero hundreds in the
hundreds place, zero thousands in the thousands
place, and zero ten thousands in the ten thousands
place. I could add, subtract, multiply, or divide with NOTES ON
this rounded number much easier than with 147,591. MULTIPLE MEANS
True? But, what if I wanted a more accurate estimate? OF ENGAGEMENT:
Give me a number closer to 147,591 that has (point) a
Challenge students who are above
zero in the ones, tens, hundreds, and thousands.
grade level to look at the many ways
S: 150,000. that they rounded the number 147,591
T: Why not 140,000? to different place values. Have them
discuss with a partner what they notice
S: 147,591 is closer to 150,000 because it is greater than
about the rounded numbers. Students
the halfway point 145,000. should notice that when rounding to
T: Great. 147,591 rounded to the nearest ten thousand is the hundred thousands, the answer is
150,000. Now let’s round 147,591 to the nearest 100,000, but when rounding to all of
thousand. the other places, the answers are
closer to 150,000. Have them discuss
S: 148,000.
what this can teach them about
rounding.

place value. 133

T: Work with your partner to round 147,591 to

the nearest hundred and then the nearest ten.
S: 147,591 rounded to the nearest hundred is
147,600. 147,591 rounded to the nearest ten is
147,590.
MP.3 T: Compare estimates of 147,591 after rounding
to different units. What do you notice? When
might it be better to round to a larger unit?
When might it be better to round to a smaller
unit?
S: (Discuss.)

classes, it may be appropriate to modify the assignment
by specifying which problems they work on first. Some
Lesson Objective: Use place value understanding to round

multi-digit numbers to any place value.
Problem Set.
 Explain the reasoning behind your answer for
Problem 2(e) and Problem 3(e).
 In Problem 2(e), you and your partner probably
wrote different numbers that rounded to 30,000.
Explain why your numbers were different. What
is the smallest possible number that could round
to 30,000 when rounded to the nearest ten

place value. 134

thousand? What is the largest possible number that could round to 30,000 when rounded to the
nearest ten thousand? Explain your reasoning. (Use Problem 3(e) for further discussion.)
 Was there any difficulty in solving Problem 3(d)? Explain your strategy when solving this problem.
 In Problem 4(b), the newspaper rounded to the nearest hundred thousand inappropriately. What
unit should the newspaper have rounded to, and why?
 How is rounding without a number line easier? How is it more challenging?
 How does knowing how to round mentally assist you in everyday life?
 What strategy do you use when observing a number to be rounded?


place value. 135

Name Date
1. Round to the nearest thousand.
a. 5,300 ≈ ______________________ b. 4,589 ≈ _______________________
c. 42,099 ≈ _____________________ d. 801,504 ≈ _____________________

e. Explain how you found your answer for Part (d).
2. Round to the nearest ten thousand.
a. 26,000 ≈ _____________________ b. 34,920 ≈ ______________________
c. 789,091 ≈ ____________________ d. 706,286 ≈ _____________________

e. Explain why two problems have the same answer. Write another number that has the same answer
when rounded to the nearest ten thousand.
3. Round to the nearest hundred thousand.
a. 840,000 ≈ _____________________ b. 850,471 ≈ _____________________
c. 761,004 ≈ _____________________ d. 991,965 ≈ _____________________

when rounded to the nearest hundred thousand.

place value. 136

4. Solve the following problems using pictures, numbers, or words.

a. The 2012 Super Bowl had an attendance of just 68,658 people. If the headline in the newspaper the
next day read, “About 70,000 People Attend Super Bowl,” how did the newspaper round to estimate
the total number of people in attendance?
b. The 2011 Super Bowl had an attendance of 103,219 people. If the headline in the newspaper the
next day read, “About 200,000 People Attend Super Bowl,” is the newspaper’s estimate reasonable?
Use rounding to explain your answer.
c. According to the problems above, about how many more people attended the Super Bowl in 2011
than in 2012? Round each number to the largest place value before giving the estimated answer.

place value. 137

Name Date
1. Round 765,903 to the given place value:
Thousand __________________
Ten thousand __________________
Hundred thousand __________________
2. There are 16,850 Star coffee shops around the world. Round the number of shops to the nearest
thousand and ten thousand. Which answer is more accurate? Explain your thinking using pictures,
numbers, or words.

place value. 138

Name Date
1. Round to the nearest thousand.
a. 6,842 ≈ ______________________ b. 2,722 ≈ _______________________
c. 16,051 ≈ _____________________ d. 706,421 ≈ _____________________

e. Explain how you found your answer for Part (d).
2. Round to the nearest ten thousand.
a. 88,999 ≈ ______________________ b. 85,001 ≈ ______________________
c. 789,091 ≈ _____________________ d. 905,154 ≈ _____________________

when rounded to the nearest ten thousand.
3. Round to the nearest hundred thousand.
a. 89,659 ≈ ______________________ b. 751,447 ≈ _____________________
c. 617,889 ≈ _____________________ d. 817,245 ≈ _____________________

when rounded to the nearest hundred thousand.

place value. 139


a. At President Obama’s inauguration in 2013, the newspaper headlines stated there were about
800,000 people in attendance. If the newspaper rounded to the nearest hundred thousand, what is
the largest number and smallest number of people who could have been there?
b. At President Bush’s inauguration in 2005, the newspaper headlines stated there were about 400,000
people in attendance. If the newspaper rounded to the nearest ten thousand, what is the largest
number and smallest number of people who could have been there?
c. At President Lincoln’s inauguration in 1861, the newspaper headlines stated there were about 30,000
people in attendance. If the newspaper rounded to the nearest thousand, what is the largest number
and smallest number of people who could have been there?

place value. 140

Lesson 10
Objective: Use place value understanding to round multi-digit numbers to
any place value using real world applications.


 Sprint: Round to the Nearest 10,000 4.NBT.3 (9 minutes)
 Multiply by 10 4.NBT.1 (3 minutes)
Sprint: Round to the Nearest 10,000 (9 minutes)

Materials: (S) Round to the nearest 10,000 Sprint
Note: This fluency activity reviews Lesson 9’s content and work toward automatizing rounding skills.
Note: This fluency activity deepens student understanding of base ten units.
T: (Write 10 × 10 =____.) Say the multiplication sentence.

S: 10 × 10 = 100.
T: (Write ____ten × 10 = 100.) On your personal white boards, fill in the blank.
S: (Write 1 ten × 10 = 100.)
T: (Write ____ten × ____ten = 100.) On your boards, fill in the blanks.
S: (Write 1 ten × 1 ten = 100.)
T: (Write ____ten × ____ten = ____hundred.) On your boards, fill in the blanks.
Repeat using the following sequence: 1 ten × 50 =____, 1 ten × 80 = ____hundreds, 1 ten × ____= 600, and 3
tens × 1 ten = ____hundreds.
Note: Watch for students who say 3 tens × 4 tens is 12 tens rather than 12 hundreds.
place value using real world applications. 141

The post office sold 204,789 stamps last week and 93,061 stamps this week. About how many more stamps
did the post office sell last week than this week? Explain how you got your answer.
Note: This Application Problem builds on the concept of the previous lesson (rounding multi-digit numbers to
any place value) and creates a bridge to this lesson’s concept (rounding using real world applications).
Problem 1: Round one number to multiple units.

T: Write 935,292 ≈ ____. Read it to your partner, and
round to the nearest hundred thousand.
S: 900,000.
T: It is 900,000 when we round to the largest unit.
What’s the next largest unit we might round to?
S: Ten thousands.
T: Round to the ten thousands. Then, round to the
thousands.
S: 940,000. 935,000.
T: What changes about the numbers when rounding to smaller and smaller units? Discuss with your
partner.
S: When you round to the largest unit, every other place will have a zero.  Rounding to the largest
unit gives you the easiest number to add, subtract, multiply, or divide.  As you round to smaller
units, there are not as many zeros in the number.  Rounding to smaller units gives an estimate
that is closer to the actual value of the number.

Problem 2: Determine the best estimate to solve a word problem.

Display: In the year 2012, there were 935,292 visitors to the White House.
T:
Let’s read together. Assume that each visitor is given a
White House map. Now, use this information to
predict the number of White House maps needed for NOTES ON
visitors in 2013. Discuss with your partner how you MULTIPLE MEANS
made your estimate. OF REPRESENTATION:
MP.3
S: I predict 940,000 maps are needed. I rounded to the For English language learners, define
nearest ten thousands place in order to make sure unfamiliar words and experiences, such
every visitor has a map. It is better to have more maps as the White House. Give an
than not enough maps.  I predict more people may alternative example using a more
visit the White House in 2013, so I rounded to the familiar tourist attraction, perhaps
from their cultural experience.
nearest ten thousand—940,000—the only estimate
that is greater than the actual number.
Display: In the year 2011, there were 998,250 visitors to the White House.
T: Discuss with your partner how these data may change your estimate.
S: These data show the number of visitors decreased from 2011 to 2012. It may be wiser to predict
935,000 or 900,000 maps needed for 2013.
T: How can you determine the best estimate in a situation?
S: I can notice patterns or find data that might inform my
estimate.
Problem 3: Choose a unit of rounding to solve a word problem. NOTES ON

Display: 2,837 students attend Lincoln Elementary school. MULTIPLE MEANS
T: Discuss with your partner how you would estimate the OF ENGAGEMENT:
number of chairs needed in the school. Challenge students working above
grade level to think of at least two
S: I would round to the nearest thousand for an estimate
situations similar to that of Problem 3,
of 3,000 chairs needed. If I rounded to the nearest where choosing the unit to which to
hundred—2,800—some students may not have a seat. round is important to the outcome of
 I disagree. 3,000 is almost 200 too many. I would the problem. Have them share and
round to the nearest hundred because some students discuss.
might be absent.
T: Compare the effect of rounding to the largest unit in this problem and Problem 2.
S: In Problem 2, rounding to the largest unit resulted in a number less
than the actual number. By contrast, when we rounded to the
largest unit in Problem 3, our estimate was greater.
T: What can you conclude?
S: Rounding to the largest unit may not always be a reliable estimate.
 I will choose the unit based on the situation and what is most reasonable.


Lesson Objective: Use place value understanding to

round multi-digit numbers to any place value using real
world applications.
Problem Set.
 In Problem 3, why didn’t rounding to the nearest
hundred work? Would rounding to the nearest
thousand have worked better? What does this show
you about rounding?
 When estimating, how do you choose to which unit
you will round? Would it have been more difficult to
solve Problem 5 if you rounded both numbers to the
hundreds? Why or why not?
 In Problem 5, how does rounding one number up and
one number down affect the answer? The plane can
actually make between 8 and 9 trips. How might you
revise the units to which you round to estimate this
answer more accurately?
 Notice, in Problem 5, that 65,000 rounded to 70,000
and that 7,460 rounded to 7,000. What is the
relationship between 7,000 and 70,000? How does
this relationship make it easier to determine the
number of trips?
 In Problem 1, how do your estimates compare?

 How do you choose a best estimate? What is the advantage of rounding to smaller and larger units?
 Why might you round up, even though the numbers tell you to round down?


NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Sprint 4
A
Round to the Nearest 10,000
1. 21,000 ≈ 23. 185,000 ≈
2. 31,000 ≈ 24. 85,000 ≈
3. 41,000 ≈ 25. 95,000 ≈
4. 541,000 ≈ 26. 97,000 ≈
5. 49,000 ≈ 27. 98,000 ≈
6. 59,000 ≈ 28. 198,000 ≈
7. 69,000 ≈ 29. 798,000 ≈
8. 369,000 ≈ 30. 31,200 ≈
9. 62,000 ≈ 31. 49,300 ≈
10. 712,000 ≈ 32. 649,300 ≈
11. 28,000 ≈ 33. 64,520 ≈
12. 37,000 ≈ 34. 164,520 ≈
13. 137,000 ≈ 35. 17,742 ≈
14. 44,000 ≈ 36. 917,742 ≈
15. 56,000 ≈ 37. 38,396 ≈
16. 456,000 ≈ 38. 64,501 ≈
17. 15,000 ≈ 39. 703,280 ≈
18. 25,000 ≈ 40. 239,500 ≈
19. 35,000 ≈ 41. 708,170 ≈
20. 235,000 ≈ 42. 188,631 ≈
21. 75,000 ≈ 43. 777,499 ≈
22. 175,000 ≈ 44. 444,919 ≈

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Sprint 4
B
Round to the Nearest 10,000
1. 11,000 ≈ 23. 185,000 ≈
2. 21,000 ≈ 24. 85,000 ≈
3. 31,000 ≈ 25. 95,000 ≈
4. 531,000 ≈ 26. 96,000 ≈
5. 39,000 ≈ 27. 99,000 ≈
6. 49,000 ≈ 28. 199,000 ≈
7. 59,000 ≈ 29. 799,000 ≈
8. 359,000 ≈ 30. 21,200 ≈
9. 52,000 ≈ 31. 39,300 ≈
10. 612,000 ≈ 32. 639,300 ≈
11. 18,000 ≈ 33. 54,520 ≈
12. 27,000 ≈ 34. 154,520 ≈
13. 127,000 ≈ 35. 27,742 ≈
14. 34,000 ≈ 36. 927,742 ≈
15. 46,000 ≈ 37. 28,396 ≈
16. 346,000 ≈ 38. 54,501 ≈
17. 25,000 ≈ 39. 603,280 ≈
18. 35,000 ≈ 40. 139,500 ≈
19. 45,000 ≈ 41. 608,170 ≈
20. 245,000 ≈ 42. 177,631 ≈
21. 65,000 ≈ 43. 888,499 ≈
22. 165,000 ≈ 44. 444,909 ≈

Name Date
1. Round 543,982 to the nearest
a. thousand: ___________________________________.
b. ten thousand: ___________________________________.
c. hundred thousand: ___________________________________.
2. Complete each statement by rounding the number to the given place value.
a. 2,841 rounded to the nearest hundred is _________________________.
b. 32,851 rounded to the nearest hundred is _________________________.
c. 132,891 rounded to the nearest hundred is _________________________.
d. 6,299 rounded to the nearest thousand is _________________________.
e. 36,599 rounded to the nearest thousand is _________________________.
f. 100,699 rounded to the nearest thousand is _________________________.
g. 40,984 rounded to the nearest ten thousand is _________________________.
h. 54,984 rounded to the nearest ten thousand is _________________________.
i. 997,010 rounded to the nearest ten thousand is _________________________.
j. 360,034 rounded to the nearest hundred thousand is _________________________.
k. 436,709 rounded to the nearest hundred thousand is _________________________.
l. 852,442 rounded to the nearest hundred thousand is _________________________.

3. Empire Elementary School needs to purchase water bottles for field day. There are 2,142 students.
Principal Vadar rounded to the nearest hundred to estimate how many water bottles to order. Will there
be enough water bottles for everyone? Explain.
4. Opening day at the New York State Fair in 2012 had an attendance of 46,753. Decide which place value
to round 46,753 to if you were writing a newspaper article. Round the number and explain why it is an
appropriate unit to round the attendance to.
5. A jet airplane holds about 65,000 gallons of gas. It uses about 7,460 gallons when flying between New
York City and Los Angeles. Round each number to the largest place value. Then, find about how many
trips the plane can take between cities before running out of fuel.

Name Date
1. There are 598,500 Apple employees in the United States.

a. Round the number of employees to the given place value.
thousand: ________________________________
ten thousand: _____________________________
hundred thousand: __________________________
b. Explain why two of your answers are the same.
2. A company developed a student survey so that students could share their thoughts about school. In
2011, 78,234 students across the United States were administered the survey. In 2012, the company
planned to administer the survey to 10 times as many students as were surveyed in 2011. About how
many surveys should the company have printed in 2012? Explain how you found your answer.

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 10 Homework 4 1
Name Date
1. Round 845,001 to the nearest
a. thousand: ________________________________________.
b. ten thousand: ______________________________________.
c. hundred thousand: ___________________________________.
2. Complete each statement by rounding the number to the given place value.
a. 783 rounded to the nearest hundred is ________________________________.
b. 12,781 rounded to the nearest hundred is ______________________________.
c. 951,194 rounded to the nearest hundred is _____________________________.
d. 1,258 rounded to the nearest thousand is _______________________________.
e. 65,124 rounded to the nearest thousand is ______________________________.
f. 99,451 rounded to the nearest thousand is _______________________________.
g. 60,488 rounded to the nearest ten thousand is _____________________________.
h. 80,801 rounded to the nearest ten thousand is _____________________________.
i. 897,100 rounded to the nearest ten thousand is _____________________________.
j. 880,005 rounded to the nearest hundred thousand is _________________________.
k. 545,999 rounded to the nearest hundred thousand is _________________________.
l. 689,114 rounded to the nearest hundred thousand is _________________________.


a. In the 2011 New York City Marathon, 29,867 men finished the race, and 16,928 women finished the
race. Each finisher was given a t-shirt. About how many men’s shirts were given away? About how
many women’s shirts were given away? Explain how you found your answers.
b. In the 2010 New York City Marathon, 42,429 people finished the race and received a medal. Before
the race, the medals had to be ordered. If you were the person in charge of ordering the medals and
estimated how many to order by rounding, would you have ordered enough medals? Explain your
thinking.
c. In 2010, 28,357 of the finishers were men, and 14,072 of the finishers were women. About how
many more men finished the race than women? To determine your answer, did you round to the
nearest ten thousand or thousand? Explain.

NYS COMMON CORE MATHEMATICS CURRICULUM Mid-Module Assessment Task Lesson
4 1
Name Date
1. a. Arrange the following numbers in order from least to greatest:
504,054 4,450 505,045 44,500
b. Use the words ten times to tell how you ordered the two smallest numbers using words, pictures, or
numbers.
2. Compare using >, <, or =. Write your answer inside the circle.
a. 1 hundred thousand 10,000
b. 200 thousands 4 hundreds 204,000
c. 7 hundreds + 4 thousands + 27 ones 6 thousands + 4 hundreds
d. 1,000,000 10 hundred thousands
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3. The football stadium at Louisiana State University (LSU) has a seating capacity of 92,542.
a. According to the 2010 census, the population of San Jose, CA, was approximately ten times the
amount of people that LSU’s stadium can seat. What was the population of San Jose in 2010?
b. Write the seating capacity of the LSU stadium in words and in expanded form.
c. Draw two separate number lines to round the LSU stadium’s seating capacity to the nearest ten
thousand and to the nearest thousand.
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d. Compare the stadium’s seating rounded to the nearest ten thousand and the seating rounded to the
nearest thousand using >, <, or =.
e. Which estimate (rounding to the nearest ten thousand or nearest thousand) is more accurate? Use
words and numbers to explain.
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Mid-Module Assessment Task Topics A–C

Standards Addressed
Generalize place value understanding for multi-digit whole numbers.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
expanded form. Compare two multi-digit numbers based on meanings of the digits in
each place, using >, =, and < symbols to record the results of comparisons.
Evaluating Student Learning Outcomes

A Progression Toward Mastery chart is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.
A Progression Toward Mastery
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item and Little evidence of Evidence of some Evidence of some Evidence of solid
Standards reasoning without reasoning without reasoning with a reasoning with a
Assessed a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student arranged The student arranged The student arranged The student correctly:
two numbers and two numbers in order three or four numbers  Arranged the
4.NBT.1 provided no clear or arranged the least correctly but was numbers in the
explanation for Part (b). and greatest numbers unable to articulate the following order:
correctly. The student relationship of the two 4,450; 44,500;
provided some smallest numbers using 504,054; 505,045.
explanation of ten the words ten times.
 Used the words ten
times.
times to describe the
relationship
between 4,450 and
44,500.
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2 The student correctly The student correctly The student correctly The student correctly
answered one problem. answered two answered three answered all four
4.NBT.2 problems. problems. problems:
a. >
b. <
c. <
d. =
answered one part or answered two of the answered three or four answered all five
4.NBT.1 was able to answer five parts. of the five parts but problems:
4.NBT.2 some parts with partial was unable to reason in a. 925,420
4.NBT.3 accuracy. Part (e). b. 90,000 + 2,000 +
500 + 40 + 2.
Ninety-two
thousand, five
hundred forty-two.
c. Draws two number
lines showing the
number rounded to
90,000 and 93,000.
d. 90,000 < 93,000
e. Explains rounding
to the nearest
thousand is more
accurate because
rounding to a
smaller unit gives a
more accurate
estimate, so the
difference will be
closer to the exact
number.
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GRADE
Topic D
Multi-Digit Whole Number Addition
4.OA.3, 4.NBT.4, 4.NBT.1, 4.NBT.2
Focus Standard: 4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
unknown quantity. Assess the reasonableness of answers using mental computation
and estimation strategies including rounding.
Moving away from special strategies for addition, students develop fluency with
the standard addition algorithm (4.NBT.4). Students compose larger units to add
like base ten units, such as composing 10 hundreds to make 1 thousand and
working across the numbers unit by unit (ones with ones, thousands with
thousands). Recording of regrouping occurs on the line under the addends as
shown to the right. For example, in the ones column, students do not record the
0 in the ones column and the 1 above the tens column, instead students record
10, writing the 1 under the tens column and then a 0 in the ones column. They
practice and apply the algorithm within the context of word problems and assess
the reasonableness of their answers using rounding (4.OA.3). When using tape
diagrams to model word problems, students use a variable to represent the
unknown quantity.
A Teaching Sequence Toward Mastery of Multi-Digit Whole Number Addition

Objective 1: Use place value understanding to fluently add multi-digit whole numbers using the standard
addition algorithm, and apply the algorithm to solve word problems using tape diagrams.
(Lesson 11)
Objective 2: Solve multi-step word problems using the standard addition algorithm modeled with tape
diagrams, and assess the reasonableness of answers using rounding.
(Lesson 12)
Topic D: Multi-Digit Whole Number Addition

160

Lesson 11
Objective: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the algorithm
to solve word problems using tape diagrams.


 Multiply by 10 3.NBT.3 (4 minutes)
 Add Common Units 3.NBT.2 (3 minutes)

Note: This fluency activity reviews rounding skills that are building toward mastery.
T: (Write 3,941.) Say the number. We are going to round this number to the nearest thousand.
T: How many thousands are in 3,941?
S: 3 thousands.
T: (Label the lower endpoint of a vertical number line with 3,000.) And 1 more thousand is…?
S: 4 thousands.
T: (Mark the upper endpoint with 4,000.) Draw the same number line.
S: (Draw number line.)
S: 3,500.
T: Label 3,500 on your number line as I do the same. Now, label 3,941 on your number line.
S: (Label 3,500 and 3,941.)
T: Is 3,941 nearer to 3,000 or 4,000?
Lesson 11: Use place value understanding to fluently add multi-digit whole
numbers using the standard addition algorithm, and apply the 161
algorithm to solve word problems using tape diagrams.

T: (Write 3,941 ≈ ____.) Write your answer on your personal white board.
S: (Write 3,941 ≈ 4,000.)
Repeat the process for 3,941 rounded to the nearest hundred; 74,621 rounded to the nearest ten thousand
and nearest thousand; and 681,904 rounded to the nearest hundred thousand, nearest ten thousand, and
nearest thousand.
Note: This fluency activity deepens student understanding of base ten units.
T: (Write 10 × ____ = 100.) Say the multiplication sentence.

S: 10 × 10 = 100.
T: (Write 10 × 1 ten = ____.) On your personal white boards, fill in the blank.
S: (Write 10 × 1 ten = 10 tens.)
T: (Write 10 tens = ____ hundred.) On your personal white boards, fill in the blank.
T: (Write ____ten × ____ten = 1 hundred.) On your boards, fill in the blanks.
Repeat the process for the following possible sequence: 1 ten × 60 = ____, 1 ten × 30 = ____ hundreds,
1 ten × ____ = 900, and 7 tens × 1 ten = ____ hundreds.
Note: Watch for students who say 3 tens × 4 tens is 12 tens rather than 12 hundreds.
Add Common Units (3 minutes)

Note: This mental math fluency activity prepares students for understanding the importance of the
algorithm.
T: (Project 303.) Say the number in unit form.
S: 3 hundreds 3 ones.
T: (Write 303 + 202 = ____.) Say the addition sentence, and answer in unit form.
S: 3 hundreds 3 ones + 2 hundreds 2 ones = 5 hundreds 5 ones.
T: Write the addition sentence on your personal white boards.
S: (Write 303 + 202 = 505.)
Repeat the process and sequence for 505 + 404; 5,005 + 5,004; 7,007 + 4,004; and 8,008 + 5,005.


NOTES ON
Meredith kept track of the calories she consumed for three MULTIPLE MEANS
weeks. The first week, she consumed 12,490 calories, the OF REPRESENTATION:
second week 14,295 calories, and the third week 11,116 For the Application Problem, students
calories. About how many calories did Meredith consume working below grade level may need
altogether? Which of these estimates will produce a more further guidance in putting together
accurate answer: rounding to the nearest thousand or rounding three addends. Help them to break it
to the nearest ten thousand? Explain. down by putting two addends together
and then adding the third addend to
the total. Use manipulatives to
demonstrate.
Note: This problem reviews rounding from Lesson 10 and can be used as an extension after the Student
Debrief to support the objective of this lesson.
Materials: (T) Millions place value chart (Template) (S) Personal white board, millions place value chart
(Template)
Note: Using the template provided within this lesson in upcoming lessons provides students with space to
draw a tape diagram and record an addition or a subtraction problem below the place value chart.
Alternatively, the unlabeled millions place value chart template from Lesson 2 could be used along with
paper and pencil.
Problem 1: Add, renaming once, using place value disks in a place value chart.
T: (Project vertically: 3,134 + 2,493.) Say this problem with me.
S: Three thousand, one hundred thirty-four plus two thousand, four hundred ninety-three.
T: Draw a tape diagram to represent this problem. What are the two parts that make up the whole?
S: 3,134 and 2,493.
T: Record that in the tape diagram.
T: What is the unknown?
S: In this case, the unknown is the whole.

T: Show the whole above the tape diagram using a bracket and label the unknown quantity with an a.
When a letter represents an unknown number, we call that letter a variable.
T: (Draw place value disks on the place value chart to represent the first part, 3,134.) Now, it is your
turn. When you are done, add 2,493 by drawing more disks on your place value chart.
T: (Point to the problem.) 4 ones plus 3 ones equals?
S: 7 ones. (Count 7 ones in the chart, and record 7 ones in the problem.)
T: (Point to the problem.) 3 tens plus 9 tens equals?
S: 12 tens. (Count 12 tens in the chart.)
T: We can bundle 10 tens as 1 hundred. (Circle 10 tens disks, draw an arrow to the hundreds place,
and draw the 1 hundred disk to show the regrouping.)
MP.1
T: We can represent this in writing. (Write 12 tens as 1 hundred, crossing the line, and 2 tens in the
tens column so that you are writing 12 and not 2 and 1 as separate numbers. Refer to the visual
above.)
T: (Point to the problem.) 1 hundred plus 4 hundreds plus 1 hundred equals?
S: 6 hundreds. (Count 6 hundreds in the chart, and record 6 hundreds in the problem.)
T: (Point to the problem.) 3 thousands plus 2 thousands equals?
S: 5 thousands. (Count 5 thousands in the chart, and record 5 thousands in the problem.)
T: Say the equation with me: 3,134 plus 2,493 equals 5,627. Label the whole in the tape diagram,
above the bracket, with a = 5,627.
Problem 2: Add, renaming in multiple units, using the standard algorithm and the place value chart.
T: (Project vertically: 40,762 + 30,473.) With your partner, draw a tape diagram to model this
problem, labeling the two known parts and the unknown whole, using the variable B to represent
the whole. (Circulate and assist students.)
T: With your partner, write the problem, and draw disks for the first addend in your chart.
Then, draw disks for the second addend.
T: (Point to the problem.) 2 ones plus 3 ones equals?
S: 5 ones. (Count the disks to confirm 5 ones, and write 5 in the ones column.)
T: 6 tens plus 7 tens equals?

S: 13 tens.  We can group 10 tens to make 1 hundred.  We do not write two digits in one
column. We can change 10 tens for 1 hundred leaving us with 3 tens.
T: (Regroup the disks.) Watch me as I record the larger unit using the addition problem. (First, record
the 1 on the line in the hundreds place, and then record the 3 in the tens so that you are writing 13,
not 3 then 1.)
T: 7 hundreds plus 4 hundreds plus 1 hundred equals 12 hundreds. Discuss with your partner how to
record this. (Continue adding, regrouping, and recording across other units.)
T: Say the equation with me. 40,762 plus 30,473 equals 71,235. Label the whole in the tape diagram
with 71,235, and write B = 71,235.
Problem 3: Add, renaming multiple units using the standard algorithm.

T: (Project: 207,426 + 128,744.) Draw a tape diagram to model this problem.
Record the numbers on your personal white board.
T: With your partner, add units right to left, regrouping when necessary using
the standard algorithm.
S: 207,426 + 128,744 = 336,170.
Problem 4: Solve a one-step word problem using the standard algorithm modeled with a tape diagram.
The Lane family took a road trip. During the first week, they drove 907 miles. The second week they drove
the same amount as the first week plus an additional 297 miles. How many miles did they drive during the
second week?
T: What information do we know?
S: We know they drove 907 miles the first week.
We also know they drove 297 miles more during the second week than the first week.
T: What is the unknown information?
S: We do not know the total miles they drove in the second week.
T: Draw a tape diagram to represent the amount of miles in the first week, 907
miles. Since the Lane family drove an additional 297 miles in the second
week, extend the bar for 297 more miles. What does the tape diagram
represent?

S: The number of miles they drove in the second week.

T: Use a bracket and label the unknown with the variable NOTES ON
m for miles. MULTIPLE MEANS
T: How do we solve for m? OF ACTION
S: 907 + 297 = m. AND EXPRESSION:
T: (Check student work to see they are recording the English language learners benefit from
regrouping of 10 of a smaller unit for 1 larger unit.) further explanation of the word
problem. Have a conversation around
T: Solve. What is m? the following: “What do we do if we
S: m = 1,204. (Write m = 1,204.) do not understand a word in the
T: Write a statement that tells your answer. problem? What thinking can we use to
figure out the answer anyway?”
S: (Write: The Lane family drove 1,204 miles during the In this case, students do not need to
second week.) know what a road trip is in order to
solve. Discuss, “How is the tape
Problem Set (10 minutes) diagram helpful to us?” It may be
helpful to use the RDW approach:
Students should do their personal best to complete the Read important information. Draw a
Problem Set within the allotted 10 minutes. For some picture. Write an equation to solve.
classes, it may be appropriate to modify the assignment by Write the answer as a statement.
should solve these problems using the RDW approach used
for Application Problems.

fluently add multi-digit whole numbers using the standard
addition algorithm, and apply the algorithm to solve word
Invite students to review their solutions for the Problem Set
and the totality of the lesson experience. They should
Problem Set.
 When we are writing a sentence to express our
answer, what part of the original problem helps us
to tell our answer using the correct words and
context?

 What purpose does a tape diagram have? How

does it support your work?
 What does a variable, like the letter C in
Problem 2, help us do when drawing a tape
diagram?
 I see different types of tape diagrams drawn for
Problem 3. Some drew one bar with two parts.
Some drew one bar for each addend and put the
bracket for the whole on the right side of both
bars. Will these diagrams result in different
answers? Explain.
 In Problem 1, what did you notice was similar and
different about the addends and the sums for
Parts (a), (b), and (c)?
 If you have 2 addends, can you ever have enough
ones to make 2 tens or enough tens to make 2
hundreds or enough hundreds to make 2
thousands? Try it out with your partner. What if
you have 3 addends?
 In Problem 1(j), each addend used the numbers
2, 5, and 7 once. I do not see those digits in the
sum. Why?
 How is recording the regrouped number in the next column when using the standard algorithm
related to bundling disks?
 Have students revisit the Application Problem and solve for the actual amount of calories
consumed. Which unit, when rounding, provided an estimate closer to the actual value?


Name Date
1. Solve the addition problems below using the standard algorithm.
a. 6, 3 1 1 b. 6, 3 1 1 c. 6, 3 1 4
+ 2 6 8 + 1, 2 6 8 + 1, 2 6 8
d. 6, 3 1 4 e. 8, 3 1 4 f. 1 2, 3 7 8
+ 2, 4 9 3 + 2, 4 9 3 + 5, 4 6 3
g. 5 2, 0 9 8 h. 3 4, 6 9 8 i. 5 4 4, 8 1 1
+ 6, 0 4 8 + 7 1, 8 4 0 + 3 5 6, 4 4 5
j. 527 + 275 + 752 k. 38,193 + 6,376 + 241,457

Draw a tape diagram to represent each problem. Use numbers to solve, and write your answer as a
statement.
2. In September, Liberty Elementary School collected 32,537 cans for a fundraiser. In October, they
collected 207,492 cans. How many cans were collected during September and October?
3. A baseball stadium sold some burgers. 2,806 were cheeseburgers. 1,679 burgers didn’t have cheese.
How many burgers did they sell in all?
4. On Saturday night, 23,748 people attended the concert. On Sunday, 7,570 more people attended the
concert than on Saturday. How many people attended the concert on Sunday?

Name Date
a. 2 3, 6 0 7 b. 3, 9 4 8 c. 5,983 + 2,097
+ 2, 3 0 7 + 278
2. The office supply closet had 25,473 large paper clips, 13,648 medium paper clips, and 15,306 small paper
clips. How many paper clips were in the closet?

Name Date
a. 7,909 b. 27,909 c. 827,909
+ 1,044 + 9,740 + 42,989
d. 289,205 e. 547,982 f. 258,983
+ 11,845 + 114,849 + 121,897
g. 83,906 h. 289,999 i. 754,900
+ 35,808 + 91,849 + 245,100

statement.
2. At the zoo, Brooke learned that one of the rhinos weighs 4,897 pounds, one of the giraffes weighs 2,667
pounds, one of the African elephants weighs 12,456 pounds, and one of the Komodo dragons weighs
123 pounds.
a. What is the combined weight of the zoo’s African elephant and the giraffe?
b. What is the combined weight of the zoo’s African elephant and the rhino?
c. What is the combined weight of the zoo’s African elephant, the rhino, and the giraffe?
d. What is the combined weight of the zoo’s Komodo dragon and the rhino?

millions place value chart

Lesson 12
Objective: Solve multi-step word problems using the standard addition
algorithm modeled with tape diagrams, and assess the reasonableness of
answers using rounding.


 Find the Sum 4.NBT.4 (6 minutes)

Note: This fluency activity reviews rounding skills that are building towards mastery.
T: (Project 726,354.) Say the number.

S: Seven hundred twenty-six thousand, three hundred fifty-four.
T: What digit is in the hundred thousands place?
S: 7.
T: What is the value of the digit 7?
S: 700,000.
T: On your personal white boards, round the number to the nearest hundred thousand.
S: (Write 726,354 ≈ 700,000.)
Repeat the process, rounding 726,354 to the nearest ten thousand, thousand, hundred, and ten. Follow the
same process and sequence for 496,517.
Lesson 12: Solve multi-step word problems using the standard addition algorithm
modeled with tape diagrams, and assess the reasonableness of 174

Find the Sum (6 minutes)

Materials: (S) Personal white board NOTES ON
MULTIPLE MEANS
Note: This fluency activity prepares students for understanding OF REPRESENTATION:
the importance of the algorithm. Students working below grade level
may have difficulty conceptualizing
T: (Write 417 + 232 =____.) Solve by writing horizontally
word problems. Use smaller numbers
or vertically. or familiar contexts for problems. Have
S: (Write 417 + 232 = 649.) students make sense of the problem,
and direct them through the process of
Repeat the process and sequence for 7,073 + 2,312;
creating a tape diagram.
13,705 + 4,412; 3,949 + 451; 538 + 385 + 853; and
“The pizza shop sold five pepperoni
23,944 + 6,056 + 159,368.
pizzas on Friday. They sold ten more
sausage pizzas than pepperoni
pizzas. How many pizzas did they
Application Problem (5 minutes) sell?”
Have a discussion about the two
The basketball team raised a total of $154,694 in September unknowns in the problem and about
and $29,987 more in October than in September. How much which unknown needs to be solved
money did they raise in October? Draw a tape diagram, and first. Students may draw a picture to
write your answer in a complete sentence. help them solve. Then, relate the
problem to that with bigger numbers
and numbers that involve regrouping.
Relay the message that it is the same
process. The difference is that the
numbers are bigger.
Note: This is a comparative word problem that reviews the addition algorithm practiced in the last lesson.
Problem 1: Solve a multi-step word problem using a tape diagram.

The city flower shop sold 14,594 pink roses on Valentine’s Day.
They sold 7,857 more red roses than pink roses. How many pink
and red roses did the city flower shop sell altogether on
Valentine’s Day? Use a tape diagram to show the work.

T: Read the problem with me. What information do we know?

S: We know they sold 14,594 pink roses.
T: To model this, let’s draw one tape to represent the pink roses. Do we know how many red roses
were sold?
S: No, but we know that there were 7,857 more red roses sold than pink roses.
T: A second tape can represent the number of red roses sold. (Model on the tape diagram.)
T: What is the problem asking us to find?
S: The total number of roses.
T: We can draw a bracket to the side of both tapes. Let’s
label it R for pink and red roses.
T: First, solve to find how many red roses were sold.
MP.2 S: (Solve 14,594 + 7,857 = 22,451.)
T: What does the bottom tape represent?
S: The bottom tape represents the number of red roses,
22,451.
T: (Bracket and label 22,451 to show the total number of
red roses.) Now, we need to find the total number of
roses sold. How do we solve for R?
S: Add the totals for both tapes together. 14,594 + 22,451 = R.
T: Solve with me. What does R equal?
S: R equals 37,045.
T: (Write R = 37,045.) Let’s write a statement of the answer.
S: (Write: The city flower shop sold 37,045 pink and red roses on Valentine’s Day.)
Problem 2: Solve a two-step word problem using a tape diagram, and assess the reasonableness of the
answer.
On Saturday, 32,736 more bus tickets were sold than on Sunday. On Sunday, only 17,295 tickets were sold.
How many people bought bus tickets over the weekend? Use a tape diagram to show the work.
T: Tell your partner what information we know.

S: We know how many people bought bus tickets on Sunday, 17,295. We also know how many more
people bought tickets on Saturday. But we do not know the total number of people that bought
tickets on Saturday.

T: Let’s draw a tape for Sunday’s ticket sales and label it. How can we represent Saturday’s ticket
sales?
S: Draw a tape the same length as Sunday’s, and extend it further for 32,736 more tickets.
T: What does the problem ask us to solve for?
S: The number of people that bought tickets over the weekend.
T: With your partner, finish drawing a tape diagram to model this problem. Use B to represent the
total number of tickets bought over the weekend.
T: Before we solve, estimate to get a general sense of what our answer will be. Round each number to
the nearest ten thousand.
S: (Write 20,000 + 20,000 + 30,000 = 70,000.) About
70,000 tickets were sold over the weekend.
T: Now, solve with your partner to find the actual number NOTES ON
of tickets sold over the weekend. MULTIPLE MEANS
S: (Solve.) OF REPRESENTATION:
S: B equals 67,326. English language learners may need
direction in creating their answer in the
T: (Write B = 67,326.)
form of a sentence. Direct them to
T: Now, let’s look back at the estimate we got earlier and look back at the question and then to
compare with our actual answer. Is 67,326 close to verbally answer the question using
70,000? some of the words in the question.
S: Yes, 67,326 rounded to the nearest ten thousand is Direct them to be sure to provide a
70,000. label for their numerical answer.
T: Our answer is reasonable.

T: Write a statement of the answer.
S: (Write: There were 67,326 people who bought bus tickets over the weekend.)
Problem 3: Solve a multi-step word problem using a tape diagram, and assess reasonableness.
Last year, Big Bill’s Department Store sold many pairs of footwear. 118,214 pairs of boots were sold, 37,092
more pairs of sandals than pairs of boots were sold, and 124,417 more pairs of sneakers than pairs of boots
were sold. How many pairs of footwear were sold last year?
516,151 pairs of footwear were sold last year.
T: Discuss with your partner the information we have and the unknown information we want to find.
S: (Discuss.)

T: With your partner, draw a tape diagram to model

this problem. How do you solve for P?
S: The tape shows me I could add the number of
pairs of boots 3 times, and then add 37,092 and
124,417.  You could find the number of pairs of
sandals, find the number of pairs of sneakers, and
then add those totals to the number of pairs of
boots.
Have students then round each addend to get an
estimated answer, calculate precisely, and compare to see
if their answers are reasonable.

Lesson Objective: Solve multi-step word problems using

the standard addition algorithm modeled with tape
diagrams, and assess the reasonableness of answers using
rounding.
The Student Debrief is intended to invite reflection and
active processing of the total lesson experience.
Set. They should check work by comparing answers with a
partner before going over answers as a class. Look for
misconceptions or misunderstandings that can be
addressed in the Student Debrief. Guide students in a
conversation to debrief the Problem Set and process the
lesson.

 Explain why we should test to see if our answers
are reasonable. (Show an example of one of the
above Concept Development problems solved
incorrectly to show how checking the
reasonableness of an answer is important.)
 When might you need to use an estimate in real
life?
 Let’s check the reasonableness of our answer in
the Application Problem.
 Round to the nearest ten thousand.
 Note that rounding to the ten thousands
brings our estimate closer to the actual
answer than if we were to round to the
nearest hundred thousand.
 Discuss the margin of error that occurs in
estimating answers and how this relates
to the place value to which you round.
 In Problem 1, how would your estimate be
affected if you rounded all numbers to the
nearest hundred?
 What are the next steps if your estimate is not
near the actual answer? Consider the example we
discussed earlier where the problem was solved
incorrectly. Because we had estimated an answer,
we knew that our solution was not reasonable.


Name Date
Estimate and then solve each problem. Model the problem with a tape diagram. Explain if your answer is
reasonable.
1. For the bake sale, Connie baked 144 cookies. Esther baked 49 more cookies than Connie.
a. About how many cookies did Connie and Esther bake? Estimate by rounding each number to the
nearest ten before adding.
b. Exactly how many cookies did Connie and Esther bake?
c. Is your answer reasonable? Compare your estimate from (a) to your answer from (b). Write a
sentence to explain your reasoning.

2. Raffle tickets were sold for a school fundraiser to parents, teachers, and students. 563 tickets were sold
to teachers. 888 more tickets were sold to students than to teachers. 904 tickets were sold to parents.
a. About how many tickets were sold to parents, teachers, and students? Round each number to the
nearest hundred to find your estimate.
b. Exactly how many tickets were sold to parents, teachers, and students?
c. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.

3. From 2010 to 2011, the population of Queens increased by 16,075. Brooklyn’s population increased by
11,870 more than the population increase of Queens.
a. Estimate the total combined population increase of Queens and Brooklyn from 2010 to 2011.
(Round the addends to estimate.)
b. Find the actual total combined population increase of Queens and Brooklyn from 2010 to 2011.

4. During National Recycling Month, Mr. Yardley’s class spent 4 weeks collecting empty cans to recycle.
Week Number of Cans Collected
1 10,827
2
3 10,522
4 20,011
a. During Week 2, the class collected 1,256 more cans than they did during Week 1. Find the total
number of cans Mr. Yardley’s class collected in 4 weeks.
b. Assess the reasonableness of your answer in (a) by estimating the total number of cans collected.

Name Date
Model the problem with a tape diagram. Solve and write your answer as a statement.
In January, Scott earned $8,999. In February, he earned $2,387 more than in January. In March, Scott earned
the same amount as in February. How much did Scott earn altogether during those three months? Is your
answer reasonable? Explain.

Name Date
Estimate and then solve each problem. Model the problem with a tape diagram. Explain if your answer is
reasonable.
1. There were 3,905 more hits on the school’s website in January than February. February had 9,854 hits.
How many hits did the school’s website have during both months?
a. About how many hits did the website have during January and February?
b. Exactly how many hits did the website have during January and February?
c. Is your answer reasonable? Compare your estimate from (a) to your answer from (b).
Write a sentence to explain your reasoning.

2. On Sunday, 77,098 fans attended a New York Jets game. The same day, 3,397 more fans attended a New
York Giants game than attended the Jets game. Altogether, how many fans attended the games?
a. What was the actual number of fans who attended the games?
b. Is your answer reasonable? Round each number to the nearest thousand to find an estimate of how
many fans attended the games.

3. Last year on Ted’s farm, his four cows produced the following number of liters of milk:
Cow Liters of Milk Produced
Daisy 5,098
Betsy
Mary 9,980
Buttercup 7,087
a. Betsy produced 986 more liters of milk than Buttercup. How many liters of milk did all 4 cows
produce?
b. Is your answer reasonable? Explain.

4
GRADE
Topic E
Multi-Digit Whole Number
Subtraction
4.OA.3, 4.NBT.4, 4.NBT.1, 4.NBT.2
Following the introduction of the standard algorithm for addition in Topic D, the
standard algorithm for subtraction replaces special strategies for subtraction in
Topic E. Moving slowly from smaller to larger minuends, students practice
decomposing larger units into smaller units. First, only one decomposition is
introduced, where one zero may appear in the minuend. As in Grades 2 and 3,
students continue to decompose all necessary digits before performing the
algorithm, allowing subtraction from left to right, or, as taught in the lessons, from
right to left. Students use the algorithm to subtract numbers from 1 million
allowing for multiple decompositions (4.NBT.4). The topic concludes with
practicing the standard algorithm for subtraction in the context of two-step word
problems where students have to assess the reasonableness of their answers by
rounding (4.OA.3). When using tape diagrams to model word problems, students
use a variable to represent the unknown quantity.
Topic E: Multi-Digit Whole Number Subtraction

188

NYS COMMON CORE MATHEMATICS CURRICULUM Topic E 4 1
A Teaching Sequence Toward Mastery of Multi-Digit Whole Number Subtraction

Objective 1: Use place value understanding to decompose to smaller units once using the standard
subtraction algorithm, and apply the algorithm to solve word problems using tape diagrams.
(Lesson 13)
Objective 2: Use place value understanding to decompose to smaller units up to three times using the
standard subtraction algorithm, and apply the algorithm to solve word problems using tape
diagrams.
(Lesson 14)
Objective 3: Use place value understanding to fluently decompose to smaller units multiple times in any
place using the standard subtraction algorithm, and apply the algorithm to solve word
(Lesson 15)
Objective 4: Solve two-step word problems using the standard subtraction algorithm fluently modeled
with tape diagrams, and assess the reasonableness of answers using rounding.
(Lesson 16)
Topic E: Multi-Digit Whole Number Subtraction

189

Lesson 13
Objective: Use place value understanding to decompose to smaller units
once using the standard subtraction algorithm, and apply the algorithm to
solve word problems using tape diagrams.

 Find the Sum 4.NBT.4 (6 minutes)

 Subtract Common Units 4.NBT.3 (6 minutes)
Find the Sum (6 minutes)

Note: This math fluency activity prepares students for understanding the importance of the addition
algorithm.
T: (Write 316 + 473 =____.) Solve by writing an addition sentence horizontally or vertically.
S: (Write 316 + 473 = 789.)
Repeat the process and sequence for 6,065 + 3,731; 13,806 + 4,393; 5,928 + 124; and 629 + 296 + 962.
Subtract Common Units (6 minutes)

Note: This mental math fluency activity prepares students for understanding the importance of the
subtraction algorithm.
T: (Project 707.) Say the number in unit form.
S: 7 hundreds 7 ones.
T: (Write 707 – 202 =____.) Say the subtraction sentence and answer in unit form.
S: 7 hundreds 7 ones – 2 hundreds 2 ones = 5 hundreds 5 ones.
Lesson 13: Use place value understanding to decompose to smaller units once
using the standard subtraction algorithm, and apply the algorithm to
190

T: Write the subtraction sentence on your personal white boards.

S: (Write 707 – 202 = 505.)
Repeat the process and sequence for 909 – 404; 9,009 – 5,005; 11,011 – 4,004; and 13,013 – 8,008.
Jennifer texted 5,849 times in January. In February, she texted 1,263 more times than in January. What was
the total number of texts that Jennifer sent in the two months combined? Explain how to know if the answer
is reasonable.
Note: This Application Problem reviews content from the previous lesson of a multi-step addition problem.
Materials: (T) Millions place value chart (Lesson 11 Template) (S) Personal white board, millions place value
chart (Lesson 11 Template)
Problem 1: Use a place value chart and place value disks to model subtracting alongside the algorithm,
regrouping 1 hundred into 10 tens.
Display 4,259 – 2,171 vertically on the board.
T: Say this problem with me. (Read problem together.)
T: Watch as I draw a tape diagram to represent this problem. What is the whole?
S: 4,259.
T: We record that above the tape as the whole and record the known part of 2,171 under the tape.
It is your turn to draw a tape diagram. Mark the unknown part of the diagram with the variable A.
T: Model the whole, 4,259, using place value disks on your place value chart.
T: Do we model the part we are subtracting?
S: No, just the whole.
191

T: First, let’s determine if we are ready to subtract. We look across the top number, from right to left,
to see if there are enough units in each column. Let’s look at the ones column. Are there enough
ones in the top number to subtract the ones in the bottom number? (Point to the 9 and the 1 in the
problem.)
S: Yes, 9 is greater than 1.
T: That means we are ready to subtract in the ones column. Let’s look at the tens column. Are there
enough tens in the top number to subtract the tens in the bottom number?
S: No, 5 is less than 7.
T: (Show regrouping on the place value chart.) We ungroup or unbundle 1 unit from the hundreds to
make 10 tens. I now have 1 hundred and 15 tens. Let’s rename and represent the change in writing
MP.6
using the algorithm. (Cross out the hundreds and tens to rename them in the problem.)
T: Show the change with your disks. (Cross off 1 hundred, and change it for 10 tens as shown below.)
T: Are there enough hundreds in the top number to subtract the hundreds in the bottom number?
S: Yes, 1 is equal to 1.
T: Are there enough thousands in the top number to subtract the thousands in the bottom number?
T: Are we ready to subtract?
S: Yes, we are ready to subtract.
T: (Point to the problem.) 9 ones minus 1 one?
S: 8 ones.
T: (Cross off 1 disk; write an 8 in the problem.)
T: 15 tens minus 7 tens?
S: 8 tens.
T: (Cross off 7 disks; write an 8 in the problem.)
Continue subtracting through the hundreds and thousands.
T: Say the number sentence.
S: 4,259 – 2,171 = 2,088.
T: The value of the A in our tape diagram is 2,088. We write A = 2,088 below the tape diagram.
What can be added to 2,171 to result in the sum of 4,259?
S: 2,088.
Repeat the process for 6,314 – 3,133.
192

Problem 2: Regroup 1 thousand into 10 hundreds using the subtraction algorithm.

Display 23,422 – 11,510 vertically on the board.
T: With your partner, read this problem and draw a tape diagram. Label the whole, the known part,
and use the variable B for the unknown part.
T: Record the problem on your personal white board.
T: Look across the digits. Are we ready to subtract?
S: No.
T: Are there enough ones in the top number to subtract the ones in the bottom number? (Point to the
2 and the 0.)
T: Are there enough tens in the top number to subtract the tens in the bottom number?
S: No, 4 is less than 5.
T: Tell your partner how to make enough hundreds to subtract.
S: I unbundle 1 thousand to make 10 hundreds. I now have 2 thousands and 14 hundreds.  I change
1 thousand for 10 hundreds.  I rename 34 hundreds as 20 hundreds and 14 hundreds.
T: Watch as I record that. Now it is your turn.
Repeat questioning for the thousands and ten thousands columns.

T: 2 ones minus 0 ones?
S: 2 ones. (Record 2 in the ones column.)
Continue subtracting across the number from right to left, always naming the units.
T: Tell your partner what must be added to 11,510 to result in the sum of 23,422.
T: How do we check a subtraction problem?
S: We can add the difference to the part we knew at first to see if the sum we get equals the whole.
T: Please add 11,912 and 11,510. What sum do you get?
S: 23,422, so our answer to the subtraction problem is correct.
T: Label your tape diagram as B = 11,912.
Repeat for 29,014 – 7,503.
193

Problem 3: Solve a subtraction word problem, regrouping 1 ten thousand into 10 thousands.
The paper mill produced 73,658 boxes of paper. 8,052 boxes have been sold. How many boxes remain?
T: Draw a tape diagram to represent the boxes of paper
produced and sold. I will use the letter P to represent
the boxes of paper remaining. Record the subtraction
NOTES ON
problem. Check to see that you lined up all units.
MULTIPLE MEANS
T: Am I ready to subtract? OF ENGAGEMENT:
S: No. Ask students to look at the numbers in
T: Work with your partner, asking if there are enough the subtraction problem and to think
units in each column to subtract. Regroup when about how the numbers are related.
needed. Then ask, “Am I ready to subtract?” before Ask them how they might use their
you begin subtracting. Use the standard algorithm. discovery to check to see if their
(Students work.) answer is correct. Use the tape
diagram to show if 8,052 was
S: 73,658 – 8,052 = 65,606. subtracted from 73,658 to find the
T: The value of P is 65,606. In a statement, tell your unknown part of the tape diagram, the
partner how many boxes remain. value of the unknown, 65,606, can be
S: 65,606 boxes remain. added to the known part of the tape
diagram, 8,052. If the sum is the value
T: To check and see if your answer is correct, add the two of the whole tape diagram, the answer
values of the tape, 8,052 and your answer of 65,606, to is correct.
see if the sum is the value of the tape, 73,658.
S: (Add to find that the sum matches the value of the
tape.)
Repeat with the following: The library has 50,819 books. 4,506 are checked out. How many books remain in
the library?
194



decompose to smaller units once using the standard
subtraction algorithm, and apply the algorithm to solve
word problems using tape diagrams.
lesson.
 Compare your answers for Problem 1(a) and (b).
How are your answers the same when the
problems are different?
 Why do the days and months matter when solving
Problem 3?
 Compare Problem 1(a) and (f). Does having a
larger whole in 1(a) give an answer greater than or
less than 1(f)?
 In Problem 4, you used subtraction, but I can say,
“I can add 52,411 to 15,614 to result in the sum of
68,025.” How can we add and subtract using the
same problem?
 Why do we ask, “Are we ready to subtract?”
195

 After we get our top number ready to subtract, do we have to subtract in order from right to left?
 When do we need to unbundle to subtract?
 What are the benefits to modeling subtraction using place value disks?
 Why must the units line up when subtracting? How might our answer change if the digits were not
aligned?
 What happens when there is a zero in the top number of a subtraction problem?
 What happens when there is a zero in the bottom number of a subtraction problem?
 When you are completing word problems, how can you tell that you need to subtract?

196

Name Date
1. Use the standard algorithm to solve the following subtraction problems.
a. 7, 5 2 5 b. 1 7, 5 2 5 c. 6, 6 2 5
− 3, 5 0 2 − 1 3, 5 0 2 − 4, 4 1 7
d. 4, 6 2 5 e. 6, 5 0 0 f. 6, 0 2 5
− 4 3 5 − 4 7 0 − 3, 5 0 2
g. 2 3, 6 4 0 h. 4 3 1, 9 2 5 i. 2 1 9, 9 2 5
− 1 4, 6 3 0 − 2 0 4, 8 1 5 − 1 2 1, 7 0 5
statement. Check your answers.
2. What number must be added to 13,875 to result in a sum of 25,884?
197

3. Artist Michelangelo was born on March 6, 1475. Author Mem Fox was born on March 6, 1946.
How many years after Michelangelo was born was Fox born?
4. During the month of March, 68,025 pounds of king crab were caught. If 15,614 pounds were caught in
the first week of March, how many pounds were caught in the rest of the month?
5. James bought a used car. After driving exactly 9,050 miles, the odometer read 118,064 miles. What was
the odometer reading when James bought the car?
198

Name Date
a. 8, 5 1 2 b. 1 8, 0 4 2 c. 8, 0 7 2
– 2, 5 0 1 – 4, 1 2 2 – 1, 5 6 1
Draw a tape diagram to represent the following problem. Use numbers to solve. Write your answer as a
statement. Check your answer.
199

Name Date
a. 2,431 b. 422,431 c. 422,431

– 341 – 14,321 – 92,420
d. 422,431 e. 982,430 f. 243,089

– 392,420 – 92,300 – 137,079
g. 2,431 – 920 = h . 892,431 – 520,800 =
200

Draw a tape diagram to model each problem. Use numbers to solve, and write your answers as a statement.
Check your answers.
3. An elementary school collected 1,705 bottles for a recycling program. A high school also collected some
bottles. Both schools collected 3,627 bottles combined. How many bottles did the high school collect?
4. A computer shop sold $356,291 worth of computers and accessories. It sold $43,720 worth of
accessories. How much did the computer shop sell in computers?
201

5. The population of a city is 538,381. In that population, 148,170 are children.

a. How many adults live in the city?
b. 186,101 of the adults are males. How many adults are female?
202

Lesson 14
Objective: Use place value understanding to decompose to smaller units
up to three times using the standard subtraction algorithm, and apply the

 Base Ten Thousand Units 4.NBT.2 (2 minutes)

 Find the Difference 4.NBT.4 (4 minutes)
 Convert Units 4.MD.1 (4 minutes)
Base Ten Thousand Units (2 minutes)

Note: This fluency activity helps students work towards mastery of understanding base ten units.
T: (Project 8 ten thousands = _____.) Write the number in standard form.

S: 80,000.
Continue with the following possible sequence: 9 ten thousands, 10 ten thousands, 13 ten thousands,
19 ten thousands, 20 ten thousands, 30 ten thousands, 70 ten thousands, 71 ten thousands, 90 ten
thousands, and 100 ten thousands.
Lesson 14: Use place value understanding to decompose to smaller units up to

three times using the standard subtraction algorithm, and apply the
203

Find the Difference (4 minutes)

Note: This math fluency activity prepares students for understanding the importance of the subtraction
algorithm.
T: (Write 735 – 203 =____.) Write a subtraction sentence horizontally or vertically.
S: (Write 735 – 203 = 532.)
Repeat process and sequence for 7,045 – 4,003; 845 – 18; 5,725 – 915; and 34,736 – 2,806.
Convert Units (4 minutes)

Note: Reviewing the relationship between meters and centimeters learned in Grade 3 helps prepare students
to solve problems with metric measurement and to understand metric measurement’s relationship to place
value.
T: (Write 1 m = ___ cm.) How many centimeters are in a meter?
S: 1 m = 100 cm.
Repeat the process for 2 m, 3 m, 8 m, 8 m 50 cm, 7 m 50 cm, and 4 m 25 cm.
T: (Write 100 cm = ___ m.) Say the answer.
S: 100 cm = 1 m.
T: (Write 150 cm = ___ m ___ cm.) Say the answer.
S: 150 cm = 1 m 50 cm.
Repeat the process for 250 cm, 350 cm, 950 cm, and 725 cm.
In one year, the animal shelter bought 25,460 pounds of dog food. That amount was 10 times the amount of
cat food purchased in the month of July. How much cat food was purchased in July?
Extension: If the cats ate 1,462 pounds of the cat food, how much cat food was left?
Extension:
Note: This Application Problem incorporates prior knowledge of 10 times as many with the objective of
decomposing to smaller units in order to subtract.

204


Problem 1: Subtract, decomposing twice.

Write 22,397 – 3,745 vertically on the board.
T: Let’s read this subtraction problem together. Watch as I draw a tape diagram labeling the whole, the
known part, and the unknown part using a variable, A. Now, it is your turn.
T: Look across the digits. Am I ready to subtract?
S: No.
T: We look across the top number to see if I have enough units in each column. Are there enough ones
in the top number to subtract the ones in the bottom number?
S: Yes, 7 ones is greater than 5 ones.
T: Are there enough tens in the top number to subtract the tens in the bottom number?
S: Yes, 9 tens is greater than 4 tens.
S: No, 3 hundreds is less than 7 hundreds. We can unbundle 1 thousand as 10 hundreds to make
1 thousand and 13 hundreds. I can subtract the hundreds column now.
T: Watch as I record that. Now, it is your turn to record the change.
T: Are there enough thousands in the top number to subtract the thousands in the bottom number?
S: No, 1 thousand is less than 3 thousands. We can unbundle 1 ten thousand to 10 thousands to make
1 ten thousand and 11 thousands. I can subtract in the thousands column now.
T: Watch as I record. Now, it is your turn to record the change.
T: Are there enough ten thousands in the top number to subtract the ten thousands in the bottom
number?
S: Yes.

S: 2 ones. (Record 2 in the ones column.)
Continue subtracting across the problem, always naming the units.
T: Say the equation with me.
S: 22,397 minus 3,745 equals 18,652.

205

T: Check your answer using addition.

S: Our answer is correct because 18,652 plus 3,745 equals 22,397.
T: What is the value of A in the tape diagram?
S: A equals 18,652.
Problem 2: Subtract, decomposing three times.

T: With your partner, draw a tape diagram to represent the whole, the known part, and the unknown
part.
T: Record the subtraction problem on your board.
T: Look across the digits. Are we ready to subtract?
S: No.
T: Look across the top number’s digits to see if we have enough units in each column. Are there
enough ones in the top number to subtract the ones in the bottom number? (Point to the zeros in
the ones column.)
S: Yes, 0 equals 0.
T: We are ready to subtract in the ones column. Are there enough tens in the top number to subtract
the tens in the bottom number?
MP.5 T: We are ready to subtract in the tens column. Are there enough hundreds in the top number to
subtract the hundreds in the bottom number?
S: No, 2 hundreds is less than 7 hundreds.
T: There are no thousands to unbundle, so we look to the ten thousands. We can unbundle 1 ten
thousand to 10 thousands. Unbundle 10 thousands to make 9 thousands and 12 hundreds.
Now we can subtract the hundreds column.
Repeat questioning for the thousands, ten thousands, and hundred thousands place, recording the renaming
of units in the problem.
S: 0 ones.
T: 9 tens minus 2 tens?
S: 7 tens.
Have partners continue using the algorithm, reminding them to work right to left, always naming the units.
T: Read the equation to your partner and complete your tape diagram by labeling the variable.
S: 210,290 minus 45,720 is 164,570. (A = 164,570.)

206

Problem 3: Use the subtraction algorithm to solve a word problem, modeled with a tape diagram,
decomposing units 3 times.
Bryce needed to purchase a large order of computer supplies for his
company. He was allowed to spend $859,239 on computers. However, he
ended up only spending $272,650. How much money was left?
T: Read the problem with me. Tell your partner the
information we know.
S: We know he can spend $859,239, and we know he only
spent $272,650.
T: Draw a tape diagram to represent the information in
the problem. Label the whole, the known part, and the
unknown part using a variable.
T: Tell me the problem we must solve, and write it on your board.
S: $859,239 – $272,650.
T: Work with your partner to move across the digits. Are there enough in each column to subtract?
Regroup when needed. Then ask, “Are we ready to subtract?” before you begin subtracting. Use
the standard algorithm.
S: $859,239 – $272,650 = $586,589.
T: Say your answer as a statement.
S: $586,589 was left.


decompose to smaller units up to three times using the
standard subtraction algorithm, and apply the algorithm to

207

Invite students to review their solutions for the Problem Set. They should check work by comparing answers
with a partner before going over answers as a class. Look for misconceptions or misunderstandings that can
be addressed in the Student Debrief. Guide students in a conversation to debrief the Problem Set and
process the lesson.
 What pattern did you notice between
Problem 1(a) and (b)?
 Explain to your partner how to solve Problem
1(e). How can you make more ones when there
are not any tens from which to regroup?
 How was setting up the problem to complete
Problem 4 different from setting up the other
problems? What did you need to be sure to do?
Why?
 How is the complexity of this lesson different
from the complexity of Lesson 13?
 In which column can you begin subtracting when
you are ready to subtract? (Any column.)
 You are using a variable, or a letter, to represent
the unknown in each tape diagram. Tell your
partner how you determine what variable to use
and how it helps you to solve the problem.
 How can you check a subtraction problem?


208

Name Date
a. 2,460 b. 2,460 c. 97,684
–1,370 –1,470 –49,700
d. 2,460 e. 124,306 f. 97,684
–1,472 –31,117 –4,705
g. 124,006 h. 97,684 i. 124,060

–121,117 –47,705 –31,117
2. There are 86,400 seconds in one day. If Mr. Liegel is at work for 28,800 seconds a day, how many seconds
a day is he away from work?

209

3. A newspaper company delivered 240,900 newspapers before 6 a.m. on Sunday. There were a total of
525,600 newspapers to deliver. How many more newspapers needed to be delivered on Sunday?
4. A theater holds a total of 2,013 chairs. 197 chairs are in the VIP section. How many chairs are not in the
VIP section?
5. Chuck’s mom spent $19,155 on a new car. She had $30,064 in her bank account. How much money does
Chuck’s mom have after buying the car?

210

Name Date
Use the standard algorithm to solve the following subtraction problems.
1. 19,350 2. 32,010 – 2,546

− 5,761
Draw a tape diagram to represent the following problem. Use numbers to solve, and write your answer as a
statement. Check your answer.
3. A doughnut shop sold 1,232 doughnuts in one day. If they sold 876 doughnuts in the morning, how many
doughnuts were sold during the rest of the day?

211

Name Date
1 . Use the standard algorithm to solve the following subtraction problems.
a. 71,989 b. 371,989 c. 371,089

–21,492 – 96,492 –25,192
d. 879,989 e. 879,009 f. 879,989

–721,492 – 788,492 – 21,070
g. 879,000 h. 279,389 i. 500,989

– 21,989 –191,492 –242,000

212

2. Jason ordered 239,021 pounds of flour to be used in his 25 bakeries. The company delivering the flour
showed up with 451,202 pounds. How many extra pounds of flour were delivered?
3. In May, the New York Public Library had 124,061 books checked out. Of those books, 31,117 were
mystery books. How many of the books checked out were not mystery books?
4. A Class A dump truck can haul 239,000 pounds of dirt. A Class C dump truck can haul 600,200 pounds of
dirt. How many more pounds can a Class C truck haul than a Class A truck?

213

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 15 4 1
Lesson 15
Objective: Use place value understanding to fluently decompose to smaller
units multiple times in any place using the standard subtraction algorithm,
and apply the algorithm to solve word problems using tape diagrams.


 Find the Difference 4.NBT.4 (4 minutes)

Materials: (T) Personal white board
Note: Practicing these skills in isolation helps lay a foundation for conceptually understanding this lesson’s
content.
S: 4,598.
T: What digit is in the tens place?
S: 9.
T: (Underline 9.) What is the value of the 9?
S: 90.
T: State the value of the digit 4.
S: 4,000.
T: 5?
S: 500.
Repeat using the following possible sequence: 69,708; 398,504; and 853,967.
Lesson 15: Use place value understanding to fluently decompose to smaller units
multiple times in any place using the standard subtraction algorithm,
214

Find the Difference (4 minutes)

Note: This math fluency activity prepares students for understanding the importance of the subtraction
algorithm.
T: (Write 846 – 304 =_____.) Write a subtraction sentence horizontally or vertically.
S: (Write 846 – 304 = 542.)
Repeat process and sequence for 8,056 – 5,004; 935 – 17; 4,625 – 815; and 45,836 – 2,906.

Note: This material is a review of Grade 2 and Grade 3 and helps prepare students to solve problems with
meters and centimeters in Grade 4, Module 2, Topic A.
T: Count by 20 centimeters. When you get to 100 centimeters, say 1 meter. When you get to 200
centimeters, say 2 meters.
S: 20 cm, 40 cm, 60 cm, 80 cm, 1 m, 120 cm, 140 cm, 160 cm, 180 cm, 2 m.
Repeat process, this time pulling out the meter (e.g., 1 m 20 cm, 1 m 40 cm).
T: (Write 130 cm = ___ m ___ cm.) On your personal white boards, fill in the blanks.
S: (Write 130 cm = 1 m 30 cm.)
Repeat process for 103 cm, 175 cm, 345 cm, and 708 cm for composing to meters.
When the amusement park opened, the number on the counter at the gate read 928,614. At the end of the
day, the counter read 931,682. How many people went through the gate that day?
Note: At times, students are asked to use a specific strategy, and at other times, their independent work is
observed. This question engages students in MP.5 by leaving open the solution path.
215

Materials: (T) Millions place value chart (Lesson 11) (S) Personal white board, millions place value chart
(Lesson 11 Template)
Problem 1: Regroup units 5 times to subtract.

T: Say this problem with me.
T: Work with your partner to draw a tape diagram representing this problem.
T: What is the whole amount?

S: 253,421.
T: What is the part? NOTES ON
MULTIPLE MEANS
S: 75,832.
OF ENGAGEMENT:
T: Look across the top number, 253,421, to see if we have
Students of all abilities will benefit
enough units in each column to subtract 75,832.
from using addition to check
Are we ready to subtract?
subtraction. Students should see that
S: No. if the sum does not match the whole,
T: Are there enough ones in the top number to subtract the subtraction (or calculation) is
the ones in the bottom number? (Point to the 1 and 2 faulty. They must subtract again and
in the ones column.) then check with addition. Challenge
students to think about how they use
S: No, 1 one is less than 2 ones. this check strategy in everyday life. We
T: What should we do? use it all of the time when we add up to
S: Change 1 ten for 10 ones. That means you have 1 ten another number.
and 11 ones.
T: Are there enough tens in the top number to subtract the tens in the bottom number? (Point to tens
column.)
S: No, 1 ten is less than 3 tens.
T: What should we do?
S: Change 1 hundred for 10 tens. You have 3 hundreds and 11 tens.
T: The tens column is ready to subtract.
Have partners continue questioning if there are enough units to subtract in each column, regrouping where
needed.
216


T: Go ahead and subtract. State the difference to your partner. Label the unknown part in your tape
diagram.
S: The difference between 253,421 and 75,832 is 177,589. (Label A = 177,589.)
T: Add the difference to the part you knew to see if your answer is correct.
S: It is. The sum of the parts is 253,421.
Problem 2: Decompose numbers from 1 thousand and 1 million into smaller units to subtract, modeled with
place value disks.
Write 1,000 – 528 vertically on the board.
T: With your partner, read this problem, and draw a tape diagram. Label what you know and the
unknown.
MP.6
T: Look across the units in the top number. Are we ready NOTES ON
to subtract? MULTIPLE MEANS
S: No. OF ACTION AND
T: Are there enough ones in the top number to subtract EXPRESSION:
the ones in the bottom number? (Point to 0 and 8 in Encourage students who notice a
the ones column.) pattern of repeated nines when
S: No. 0 ones is less than 8 ones. subtracting across multiple zeros to
express this pattern in writing.
T: I need to ungroup 1 unit from the tens. What do you
Allow students to identify why this
notice?
happens using manipulatives or in
S: There are no tens to ungroup. writing. Allow students to slowly
T: We can look to the hundreds. (There are no hundreds transition into recording this particular
to ungroup either.) unbundling across zeros as nines as
they become fluent with using the
T: In order to get 10 ones, we need to regroup 1 algorithm.
thousand. Watch as I represent the ungrouping in my
subtraction problem. (Model using place value disks
and, rename units in the problem simultaneously.)
Now it is your turn.
217


T: Solve for 9 hundreds 9 tens 10 ones minus 5 hundreds 2 tens 8 ones.
S: 1,000 – 528 is 472.
T: Check our answer.
S: The sum of 472 and 528 is 1,000.
Write 1,000,000 – 345,528 vertically on the board.
T: Read this problem, and draw a tape diagram to represent the subtraction problem.
T: Record the subtraction problem on your board.
or
T: What do you notice when you look across the top number?
S: There are a lot more zeros.  We will have to regroup 6 times.  We are not ready to subtract.
We will have to regroup 1 million to solve the problem.
T: Work with your partner to get 1,000,000 ready to subtract. Rename your units in the subtraction
problem.
S: 9 hundred thousands 9 ten thousands 9 thousands 9 hundreds 9 tens 10 ones. We are ready to
subtract.
S: 1,000,000 minus 345,528 equals 654,472.
T: To check your answer, add the parts to see if you get the correct whole amount.
S: We did! We got one million when we added the parts.
Problem 3: Solve a word problem, decomposing units multiple times.

Last year, there were 620,073 people in attendance at a local parade. This year, there were 456,795 people in
attendance. How many more people were in attendance last year?
T: Read with me.
T: Represent this information in a tape diagram.
T: Work with your partner to write a subtraction problem using the information in the tape diagram.
T: Look across the units in the top number. Are you ready to subtract?
S: No, I do not have enough ones in the top number. I need to unbundle 1 ten to make 10 ones. Then I
have 6 tens and 13 ones.
T: Continue to check if you are ready to subtract in each column. When you are ready to subtract, solve.
S: 620,073 minus 456,795 equals 163,278. There were 163,278 more people in attendance last year.
218


Students should do their personal best to complete the Problem Set within the allotted 10 minutes. For some
classes, it may be appropriate to modify the assignment by specifying which problems they work on first. Some
problems do not specify a method for solving. Students should solve these problems using the RDW approach
Lesson Objective: Use place value understanding to fluently decompose to smaller units multiple times in any
place using the standard subtraction algorithm, and apply the algorithm to solve word problems using tape
diagrams.
The Student Debrief is intended to invite reflection and active processing of the total lesson experience.
lesson.
 Problems 1(e) and (f) were similar. Did anyone
notice a pattern that could be used to solve these
problems?
 How did your tape diagrams differ in Problems 2,
3, and 4?
 How do you know when you are ready to
subtract across the problem?
 How can you check your answer when
subtracting?
 Is there a number that you can subtract from
1,000,000 without decomposing across to the ones (other than 1,000,000)? 100,000? 10,000?
219

 How can decomposing multiple times be

challenging?
 How does the tape diagram help you determine
which operation to use to find the answer?

220

Name Date
1. Use the standard subtraction algorithm to solve the problems below.
a. 1 0 1, 6 6 0 b. 1 0 1, 6 6 0
− 9 1, 6 8 0 − 9, 9 8 0
c. 2 4 2, 5 6 1 d. 2 4 2, 5 6 1
− 4 4, 7 0 2 − 7 4, 9 8 7
e. 1, 0 0 0, 0 0 0 f. 1, 0 0 0, 0 0 0
− 5 9 2, 0 0 0 − 5 9 2, 5 0 0
g. 6 0 0, 6 5 8 h. 6 0 0, 0 0 0
− 5 9 2, 5 6 9 − 5 9 2, 5 6 9
221

Use tape diagrams and the standard algorithm to solve the problems below. Check your answers.
2. David is flying from Hong Kong to Buenos Aires. The total flight distance is 11,472 miles. If the plane has
7,793 miles left to travel, how far has it already traveled?
3. Tank A holds 678,500 gallons of water. Tank B holds 905,867 gallons of water. How much less water does
Tank A hold than Tank B?
4. Mark had $25,081 in his bank account on Thursday. On Friday, he added his paycheck to the bank account,
and he then had $26,010 in the account. What was the amount of Mark’s paycheck?
222

Name Date
Draw a tape diagram to model each problem and solve.

1. 956,204 – 780,169 =_______________
2. A construction company was building a stone wall on Main Street. 100,000 stones were delivered to the
site. On Monday, they used 15,631 stones. How many stones remain for the rest of the week? Write your
answer as a statement.
223

Name Date
1 . Use the standard subtraction algorithm to solve the problems below.
a. 9,656 b. 59,656 c. 759,656
– 838 – 5,880 – 579,989
d. 294,150 e. 294,150 f. 294,150
– 166,370 – 239,089 – 96,400
g. 800,500 h. 800,500 i. 800,500
– 79,989 – 45,500 – 276,664
Use tape diagrams and the standard algorithm to solve the problems below. Check your answers.
2. A fishing boat was out to sea for 6 months and traveled a total of 8,578 miles. In the first month, the boat
traveled 659 miles. How many miles did the fishing boat travel during the remaining 5 months?
224

3. A national monument had 160,747 visitors during the first week of September. A total of 759,656 people
visited the monument in September. How many people visited the monument in September after the first
week?
4. Shadow Software Company earned a total of $800,000 selling programs during the year 2012. $125,300 of
that amount was used to pay expenses of the company. How much profit did Shadow Software Company
make in the year 2012?
5. At the local aquarium, Bubba the Seal ate 25,634 grams of fish during the week. If, on the first day of the
week, he ate 6,987 grams of fish, how many grams of fish did he eat during the remainder of the week?
225

Lesson 16
Objective: Solve two-step word problems using the standard subtraction

 Sprint: Convert Meters and Centimeters to Centimeters 4.MD.1 (8 minutes)

 Compare Numbers 4.NBT.2 (4 minutes)
Sprint: Convert Meters and Centimeters to Centimeters (8 minutes)

Materials: (S) Convert Meters and Centimeters to Centimeters Sprint
Note: Reviewing unit conversions that were learned in Grade 3 helps to prepare students to solve problems
with meters and centimeters in Module 2, Topic A.
Compare Numbers (4 minutes)

Note: Reviewing this concept helps students work toward mastery of comparing numbers.
T: (Project 342,006 _____ 94,983.) On your personal white boards, compare the numbers by writing
the greater than, less than, or equal symbol.
S: (Write 342,006 > 94,893.)
Repeat with the following possible sequence: 7 thousands 5 hundreds 8 tens ______ 6 ten thousands 5
hundreds 8 ones, and 9 hundred thousands 8 thousands 9 hundreds 3 tens ______ 807,820.
226

For the weekend basketball playoffs, a total of 61,941 tickets were sold. 29,855 tickets were sold for
Saturday’s games. The rest of the tickets were sold for Sunday’s games. How many tickets were sold for
Sunday’s games?
32,086 tickets were sold for Sunday’s games.
Note: This Application Problem reviews content from the prior lesson of using the subtraction algorithm with
multiple regroupings.
Problem 1: Solve a two-step word problem, modeled with a tape diagram, assessing reasonableness of the
answer using rounding.
A company has 3 locations with 70,010 employees altogether. The first location has 34,857 employees. The
second location has 17,595 employees. How many employees work in the third location?
T: Read with me. Take 2 minutes to draw and label a tape diagram. (Circulate and encourage the
students: “Can you draw something?” “What can you draw?”)
T: (After 2 minutes.) Tell your partner what you understand and what you still do not understand.
S: We know the total number of employees and the employees at the first and second locations.
We do not know how many employees are at the third location.
227

T: Use your tape diagram to estimate the number of `

employees at the third location. Explain your NOTES ON
reasoning to your partner.
MULTIPLE MEANS
S: I rounded the number of employees. OF ACTION
30,000 + 20,000 = 50,000, and I know that the total AND EXPRESSION:
number of employees is about 70,000. That means
Students working below grade level
that there would be about 20,000 employees at the
may not consider whether their answer
third location. makes sense. Guide students to
T: Now, find the precise answer. Work with your partner choose the sensible operation and
to do so. (Give students time to work.) check their answers. Encourage
T: Label the unknown part on your diagram, and make a students to reread the problem after
solving and to ask themselves, “Does
statement of the solution.
my answer make sense?” If not, ask,
S: There are 17,558 employees at the third location. “What else can I try?”
T: Is your answer reasonable?
S: Yes, because 17,558 rounded to the nearest ten thousand is 20,000, and that was our estimate.
Problem 2: Solve two-step word problems, modeled with a tape diagram, assessing reasonableness of the
answer using rounding.
Owen’s goal is to have 1 million people visit his new website within the first four months of it being launched.
Below is a chart showing the number of visitors each month. How many more visitors does he need in Month
4 to reach his goal?
Month Month 1 Month 2 Month 3 Month 4
Visitors 228,211 301,856 299,542
T: With your partner, draw a tape diagram. Tell your partner your strategy for solving this problem.
S: We can find the sum of the number of visitors during the first 3 months. Then, we subtract that
from 1 million to find how many more visitors are needed to reach his goal.
T: Make an estimate for the number of visitors in Month 4. Explain your reasoning to your partner.
228

S: I can round to the nearest hundred thousand and

estimate. Owen will need about 200,000 visitors to
reach his goal.  I rounded to the nearest ten
thousand to get a closer estimate of 170,000 visitors.
NOTES ON
T: Find the total for the first 3 months. What is the MULTIPLE MEANS
precise sum?
OF ENGAGEMENT:
S: 829,609. Challenge students working above
T: Compare the actual and estimated solutions. grade level to expand their thinking
Is your answer reasonable? and to figure out another way to solve
S: Yes, because our estimate of 200,000 is near 170,391. the two-step problem. Is there
another strategy that would work?
 Rounded to the nearest hundred thousand,
170,391 is 200,000.  170,391 rounded to the nearest
ten thousand is 170,000, which was also our estimate,
so our solution is reasonable.
Problem 3: Solve a two-step, compare with smaller unknown word problem.

There were 12,345 people at a concert on Saturday night. On Sunday night, there were 1,795 fewer people at
the concert than on Saturday night. How many people attended the concert on both nights?
T: For 2 minutes, with your partner, draw a tape diagram. (Circulate and encourage students as they
work. You might choose to call two pairs of students to draw on the board while others work at
their seats. Have the pairs then present their diagrams to the class.)
T: Now how can you calculate to solve the problem?
S: We can find the number of people on Sunday night, and then add that number to the people on
Saturday night.
T: Make an estimate of the solution. Explain your reasoning to your partner.
S: Rounding to the nearest thousand, the number of people on Saturday night was about 12,000. The
number of people fewer on Sunday night can be rounded to 2,000, so the estimate for the number
of people on Sunday is 10,000. 12,000 + 10,000 is 22,000.
T: Find the exact number of people who attended the concert on both nights. What is the exact sum?
S: 22,895.
229

T: Compare the actual and estimated solutions.

Is your answer reasonable?
S: Yes, because 22,895 is near our estimate of
22,000.
T: Be sure to write a statement of your solution.

Lesson Objective: Solve two-step word problems using

the standard subtraction algorithm fluently modeled with
tape diagrams, and assess the reasonableness of answers
using rounding.
lesson.
 How did your estimate help you determine that
your exact answer was reasonable in Problem 1?
 In Problem 2, how close was your actual answer to
your estimate?
 Why was the estimate so much smaller than the
exact answer in Problem 2?
 In Problem 3, to which place did you round?
Why?
230

 How did your tape diagram help you solve

Problem 5?
 How do you determine what place value to
round to when finding an estimate?
 What is the benefit of checking the
reasonableness of your answer?
 Describe the difference between rounding and
estimating.

231

A
Convert Meters and Centimeters to Centimeters
1. 2m= cm 23. 1 m 2 cm = cm
2. 3m= cm 24. 1 m 3 cm = cm
3. 4m= cm 25. 1 m 4 cm = cm
4. 9m= cm 26. 1 m 7 cm = cm
5. 1m= cm 27. 2 m 7 cm = cm
6. 7m= cm 28. 3 m 7 cm = cm
7. 5m= cm 29. 8 m 7 cm = cm
8. 8m= cm 30. 8 m 4 cm = cm
9. 6m= cm 31. 4 m 9 cm = cm
10. 1 m 20 cm = cm 32. 6 m 8 cm = cm
11. 1 m 30 cm = cm 33. 9 m 3 cm = cm
12. 1 m 40 cm = cm 34. 2 m 60 cm = cm
13. 1 m 90 cm = cm 35. 3 m 75 cm = cm
14. 1 m 95 cm = cm 36. 6 m 33 cm = cm
15. 1 m 85 cm = cm 37. 8 m 9 cm = cm
16. 1 m 84 cm = cm 38. 4 m 70 cm = cm
17. 1 m 73 cm = cm 39. 7 m 35 cm = cm
18. 1 m 62 cm = cm 40. 4 m 17 cm = cm
19. 2 m 62 cm = cm 41. 6 m 4 cm = cm
20. 7 m 62 cm = cm 42. 10 m 4 cm = cm
21. 5 m 27 cm = cm 43. 10 m 40 cm = cm
22. 3 m 87 cm = cm 44. 11 m 84 cm = cm
232

B
Convert Meters and Centimeters to Centimeters
1. 1m= cm 23. 1 m 1 cm = cm
2. 2m= cm 24. 1 m 2 cm = cm
3. 3m= cm 25. 1 m 3 cm = cm
4. 7m= cm 26. 1 m 9 cm = cm
5. 5m= cm 27. 2 m 9 cm = cm
6. 9m= cm 28. 3 m 9 cm = cm
7. 4m= cm 29. 7 m 9 cm = cm
8. 8m= cm 30. 7 m 4 cm = cm
9. 6m= cm 31. 4 m 8 cm = cm
10. 1 m 10 cm = cm 32. 6 m 3 cm = cm
11. 1 m 20 cm = cm 33. 9 m 5 cm = cm
12. 1 m 30 cm = cm 34. 2 m 50 cm = cm
13. 1 m 70 cm = cm 35. 3 m 85 cm = cm
14. 1 m 75 cm = cm 36. 6 m 31 cm = cm
15. 1 m 65 cm = cm 37. 6 m 7 cm = cm
16. 1 m 64 cm = cm 38. 4 m 60 cm = cm
17. 1 m 53 cm = cm 39. 7 m 25 cm = cm
18. 1 m 42 cm = cm 40. 4 m 13 cm = cm
19. 2 m 42 cm = cm 41. 6 m 2 cm = cm
20. 8 m 42 cm = cm 42. 10 m 3 cm = cm
21. 5 m 29 cm = cm 43. 10 m 30 cm = cm
22. 3 m 89 cm = cm 44. 11 m 48 cm = cm
233

Name Date
Estimate first, and then solve each problem. Model the problem with a tape diagram. Explain if your answer
is reasonable.
1. On Monday, a farmer sold 25,196 pounds of potatoes. On Tuesday, he sold 18,023 pounds. On
Wednesday, he sold some more potatoes. In all, he sold 62,409 pounds of potatoes.
a. About how many pounds of potatoes did the farmer sell on Wednesday? Estimate by rounding each
value to the nearest thousand, and then compute.
b. Find the precise number of pounds of potatoes sold on Wednesday.
c. Is your precise answer reasonable? Compare your estimate from (a) to your answer from (b). Write a
sentence to explain your reasoning.
234

2. A gas station had two pumps. Pump A dispensed 241,752 gallons. Pump B dispensed 113,916 more
gallons than Pump A.
a. About how many gallons did both pumps dispense? Estimate by rounding each value to the nearest
hundred thousand and then compute.
b. Exactly how many gallons did both pumps dispense?
235

3. Martin’s car had 86,456 miles on it. Of that distance, Martin’s wife drove 24,901 miles, and his son drove
7,997 miles. Martin drove the rest.
a. About how many miles did Martin drive? Round each value to estimate.
b. Exactly how many miles did Martin drive?
236

4. A class read 3,452 pages the first week and 4,090 more pages in the second week than in the first week.
How many pages had they read by the end of the second week? Is your answer reasonable? Explain how
you know using estimation.
5. A cargo plane weighed 500,000 pounds. After the first load was taken off, the airplane weighed 437,981
pounds. Then 16,478 more pounds were taken off. What was the total number of pounds of cargo
removed from the plane? Is your answer reasonable? Explain.
237

Name Date
Quarterback Brett Favre passed for 71,838 yards between the years 1991 and 2011. His all-time high was
4,413 passing yards in one year. In his second highest year, he threw 4,212 passing yards.
1. About how many passing yards did he throw in the remaining years? Estimate by rounding each value to
the nearest thousand and then compute.
2. Exactly how many passing yards did he throw in the remaining years?
3. Assess the reasonableness of your answer in (b). Use your estimate from (a) to explain.
238

Name Date
1. Zachary’s final project for a college course took a semester to write and had 95,234 words. Zachary wrote
35,295 words the first month and 19,240 words the second month.
a. Round each value to the nearest ten thousand to estimate how many words Zachary wrote during the
remaining part of the semester.
b. Find the exact number of words written during the remaining part of the semester.
c. Use your answer from (a) to explain why your answer in (b) is reasonable.
239

2. During the first quarter of the year, 351,875 people downloaded an app for their smartphones. During
the second quarter of the year, 101,949 fewer people downloaded the app than during the first quarter.
How many downloads occurred during the two quarters of the year?
a. Round each number to the nearest hundred thousand to estimate how many downloads occurred
during the first two quarters of the year.
b. Determine exactly how many downloads occurred during the first two quarters of the year.
c. Determine if your answer is reasonable. Explain.
240

3. A local store was having a two-week Back to School sale. They started the sale with 36,390 notebooks.
During the first week of the sale, 7,424 notebooks were sold. During the second week of the sale, 8,967
notebooks were sold. How many notebooks were left at the end of the two weeks? Is your answer
reasonable?
241

4
GRADE
Topic F
Addition and Subtraction Word
Problems
4.OA.3, 4.NBT.1, 4.NBT.2, 4.NBT.4
Module 1 culminates with multi-step addition and subtraction word problems in Topic F (4.OA.3). In these
lessons, the format for the Concept Development is different from the traditional vignette. Instead of
following instruction, the Problem Set facilitates the problems and discussion of the Concept Development.
Throughout the module, tape diagrams are used to model word problems, and students continue to use tape
diagrams to solve additive comparative word problems. Students also continue using a variable to represent
an unknown quantity.
To culminate the module, students are given tape diagrams or equations and are encouraged to use creativity
and the mathematics learned during this module to write their own word problems to solve using place value
understanding and the algorithms for addition and subtraction. The module facilitates deeper
comprehension and supports determining the reasonableness of an answer. Solving multi-step word
problems using multiplication and division is addressed in later modules.
Topic F: Addition and Subtraction Word Problems

242

NYS COMMON CORE MATHEMATICS CURRICULUM Topic F 4 1
A Teaching Sequence Toward Mastery of Addition and Subtraction Word Problems

Objective 1: Solve additive compare word problems modeled with tape diagrams.
(Lesson 17)
Objective 2: Solve multi-step word problems modeled with tape diagrams, and assess the
(Lesson 18)
Objective 3: Create and solve multi-step word problems from given tape diagrams and equations.
(Lesson 19)
Topic F: Addition and Subtraction Word Problems

243

Lesson 17
Objective: Solve additive compare word problems modeled with tape
diagrams.


 Change Place Value 4.NBT.2 (5 minutes)
Change Place Value (5 minutes)

Materials: (S) Personal white board, labeled millions place value chart (Lesson 11 Template)
Note: This fluency activity helps students work toward mastery of using place value skills to add and subtract
different units.
T: (Project the place value chart to the millions place. Write 4 hundred thousands, 6 ten thousands,
3 thousands, 2 hundreds, 6 tens, 5 ones.) On your personal white board, write the number.
S: (Write 463,265.)
T: Show 100 more.
S: (Write 463,365.)
Possible further sequence: 10,000 less, 100,000 more, 1 less, and 10 more.
T: (Write 400 + 90 + 3 =____.) On your place value chart, write the number.
Possible further sequence: 7,000 + 300 + 80 + 5; 20,000 + 700,000 + 5 + 80; 30,000 + 600,000 + 3 + 20.

Note: This fluency activity strengthens understanding of the relationship between kilograms and grams
learned in Grade 3 and prepares students to use this relationship to solve problems in Module 2, Topic A. Use
a number bond to support understanding the relationship of grams and kilograms.
T: (Write 1 kg = ___ g.) How many grams are in 1 kilogram?
S: 1 kg = 1,000 g.
Lesson 17: Solve additive compare word problems modeled with tape diagrams.
244

Repeat the process for 2 kg, 3 kg, 8 kg, 8 kg 500 g, 7 kg 500 g, and 4 kg 250 g.
T: (Write 1,000 g = ___ kg.) Say the answer.

S: 1,000 grams equals 1 kilogram.
T: (Write 1,500 g = ___ kg ___ g.) Say the answer.
S: 1,500 grams equals 1 kilogram 500 grams.
Repeat the process for 2,500 g, 3,500 g, 9,500 g, and 7,250 g.

A bakery used 12,674 kg of flour. Of that, 1,802 kg was whole wheat and 888 kg was rice flour. The rest was
all-purpose flour. How much all-purpose flour did they use? Solve and check the reasonableness of your
answer.
Note: This problem leads into today’s lesson and bridges as it goes back into the work from Lesson 16.
Materials: (S) Problem Set
Suggested Delivery of Instruction for Solving Topic F’s Word Problems

1. Model the problem.
Have two pairs of students (choose as models those students who are likely to successfully solve the
problem) work at the board while the others work independently or in pairs at their seats. Review the
following questions before solving the first problem.
 Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
As students work, circulate. Reiterate the questions above.
After two minutes, have the two pairs of students share only their labeled diagrams.
For about one minute, have the demonstrating students receive and respond to feedback and questions from
their peers.
245

2. Calculate to solve and write a statement.

Give everyone two minutes to finish work on the problem, sharing their work and thinking with a peer.
All should then write their equations and statements for the answer.
3. Assess the solution for reasonableness.

Give students one to two minutes to assess and explain the reasonableness of their solutions.
Note: In Lessons 17–19, the Problem Set comprises word problems from the lesson and is, therefore, to be
used during the lesson itself.
Problem 1: Solve a single-step word problem using how much more.

Sean’s school raised $32,587. Leslie’s school raised $18,749.
How much more money did Sean’s school raise?
NOTES ON
MULTIPLE MEANS
OF ACTION
AND EXPRESSION:
may continue to need additional
support in subtracting numbers
using place value charts or disks.
Support students in realizing that though the question is asking,

“How much more?” the tape diagram shows that the unknown is
a missing part, and therefore, subtraction is necessary to find the
answer.
NOTES ON
Problem 2: Solve a single-step word problem using how many MULTIPLE MEANS
fewer. OF ENGAGEMENT:
At a parade, 97,853 people sat in bleachers. 388,547 people Challenge students to think about how
stood along the street. How many fewer people were in the reasonableness can be associated with
bleachers than standing along the street? rounding. If the actual answer does
not round to the estimate, does it
mean that the answer is not
reasonable?
Ask students to explain their thinking.
(For example, 376 – 134 = 242.
Rounding to the nearest hundred
would result with an estimate of
400 – 100 = 300. The actual answer
of 242 rounds to 200, not 300.)
Circulate and support students to realize that the unknown number of how many fewer people is the
difference between the two tape diagrams. Encourage them to write a statement using the word fewer when
talking about separate things. For example, I have fewer apples than you do and less juice.
246

Problem 3: Solve a two-step problem using how much more.

A pair of hippos weighs 5,201 kilograms together. The female weighs 2,038 kilograms. How much more does
the male weigh than the female?
MP.2
Many students may want to draw this as a single tape showing the combined weight to start. That works.
However, the second step most likely requires a new double tape to compare the weights of the male and
female. If no one comes up with the model pictured, it can be shown quickly. Students generally do not
choose to draw a bracket with the known total to the side until they are very familiar with two-step
comparison models. However, be aware that students have modeled this problem type since Grade 2.
Problem 4: Solve a three-step problem using how much longer.

A copper wire was 240 meters long. After 60 meters was cut off, it was double the length of a steel wire.
How much longer was the copper wire than the steel wire at first?
NOTES ON
MULTIPLE MEANS
OF ACTION
AND EXPRESSION:
For students who may find Problem 4
challenging, remind them of the work
done earlier in this module with
multiples of 10. For example, 180 is
T: Read the problem, draw a model, write equations both ten times as much as 18. If 18 divided
to estimate and calculate precisely, and write a by 2 is 9, then 180 divided by 2 is 90.
statement. I’ll give you five minutes.
Circulate, using the bulleted questions to guide students. When
students get stuck, encourage them to focus on what they can
learn from their drawings.
 Show me the copper wire at first.
 In your model, show me what happened to the copper wire.
 In your model, show me what you know about the steel wire.
 What are you comparing? Where is that difference in your model?
Notice the number size is quite small here. The calculations are not the issue but rather the relationships.
Students will eventually solve similar problems with larger numbers, but they will begin here at a simple level
numerically.
247

Problem Set
Please note that in Topic F, the Problem Sets are used in
the Concept Developments. As a result, the 10 minutes
usually allotted for the completion of the Problem Set are
not needed.
Lesson Objective: Solve additive compare word problems

modeled with tape diagrams.
lesson.
 How are your tape diagrams for Problem 1 and Problem 2 similar?
 How did your tape diagrams vary across all problems?
 In Problem 3, how did drawing a double tape diagram help you to visualize the problem?
 What was most challenging about drawing the tape diagram for Problem 4? What helped you find
the best diagram to solve the problem?
 What different ways are there to draw a tape diagram to solve comparative problems?
 What does the word compare mean?
 What phrases do you notice repeated through many of today’s problems that help you to see the
problem as a comparative problem?

248

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Problem Set 4 1
Name Date
statement.
1. Sean’s school raised $32,587. Leslie’s school raised $18,749. How much more money did Sean’s school
raise?
2. At a parade, 97,853 people sat in bleachers, and 388,547 people stood along the street. How many fewer
people were in the bleachers than standing on the street?
249

3. A pair of hippos weighs 5,201 kilograms together. The female weighs 2,038 kilograms. How much more
does the male weigh than the female?
4. A copper wire was 240 meters long. After 60 meters was cut off, it was double the length of a steel wire.
How much longer was the copper wire than the steel wire at first?
250

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 17 Exit Ticket 4 1
Name Date
statement.
A mixture of 2 chemicals measures 1,034 milliliters. It contains some of Chemical A and 755 milliliters of
Chemical B. How much less of Chemical A than Chemical B is in the mixture?
251

Name Date
statement.
1. Gavin has 1,094 toy building blocks. Avery only has 816 toy building blocks. How many more building
blocks does Gavin have?
2. Container B holds 2,391 liters of water. Together, Container A and Container B hold 11,875 liters of
water. How many more liters of water does Container A hold than Container B?
252

3. A piece of yellow yarn was 230 inches long. After 90 inches had been cut from it, the piece of yellow yarn
was twice as long as a piece of blue yarn. At first, how much longer was the yellow yarn than the blue
yarn?
253

Lesson 18
Objective: Solve multi-step word problems modeled with tape diagrams,
and assess the reasonableness of answers using rounding.

 Number Patterns 4.OA.5 (5 minutes)

Number Patterns (5 minutes)

Note: This fluency activity bolsters students’ place value understanding and helps them apply these skills to a
variety of concepts.
T: (Project 40,100, 50,100, 60,100, ____.) What is the place value of the digit that’s changing?
S: Ten thousand.
T: Count with me saying the value of the digit I’m pointing to.
S: (Point at the ten thousand digit as students count.) 40,000, 50,000, 60,000.
T: On your personal white board, write what number would come after 60,100.
S: (Write 70,100.)
Repeat with the following possible sequence: 82,030, 72,030, 62,030, ___; 215,003, 216,003, 217,003, ___;
943,612, 943,512, 943,412, ___; and 372,435, 382,435, 392,435, ___.

Note: This fluency activity strengthens understanding of the relationship between kilograms and grams
learned in Grade 3, preparing students to use this relationship to solve problems in Module 2, Topic A. Use a
number bond to support understanding of the relationship between grams and kilograms.
Lesson 18: Solve multi-step word problems modeled with tape diagrams, and
assess the reasonableness of answers using rounding. 254

T:
Count by 200 grams starting at 0 grams and counting up to 2,000 grams. When you get to 1,000
grams, say “1 kilogram.” When you get to 2,000 grams, say “2 kilograms.”
S: 0 g, 200 g, 400 g, 600 g, 800 g, 1 kg, 1,200 g, 1,400 g, 1,600 g, 1,800 g, 2 kg.
Repeat the process, this time pulling out the kilogram (e.g., 1 kg 200 g, 1 kg 400 g).
T: (Write 1,300 g = ___ kg ___ g.) On your board, fill in the blanks to make a
true number sentence.
S: (Write 1,300 g = 1 kg 300 g.)
Repeat the process for 1,003 g, 1,750 g, 3,450 g, and 7,030 g.

In all, 30,436 people went skiing in February and January. 16,009 went skiing in February. How many fewer
people went skiing in January than in February?
Note: This comparison subtraction problem reviews content from Lesson 17.

Suggested Delivery of Instruction for Solving Topic F’s Word Problems

1. Model the problem.
Have two pairs of students work at the board while the others work independently or in pairs at their seats.
Review the following questions before beginning the first problem.
 Can you draw something?
 What can you draw?
 What conclusions can you make from your drawing?
After two minutes, have the two pairs of students share only their labeled diagrams.
their peers.


Give everyone two minutes to finish work on the problem, sharing their work and thinking with a peer.
All should then write their equations and statements for the answer.

Note: In Lessons 17–19, the Problem Set comprises the word problems from the lesson and is, therefore, to
be used during the lesson itself.
Problem 1: Solve a multi-step word problem requiring addition and subtraction, modeled with a tape
diagram, and check the reasonableness of the answer using estimation.
In one year, a factory used 11,650 meters of cotton, 4,950 fewer meters of silk than cotton, and 3,500 fewer
meters of wool than silk. How many meters in all were used of the three fabrics?
This problem is a step forward for students as they subtract to find the amount of wool from the amount of
silk. Students also might subtract the sum of 4,950 and 3,500 from 11,650 to find the meters of wool and add
that to the amount of silk. It is a longer method but makes sense. Circulate and look for other alternate
strategies, which can be quickly mentioned or explored more deeply as appropriate. Be advised, however,
not to emphasize creativity but rather analysis and efficiency. Ingenious shortcuts might be highlighted.
After students have solved the problem, ask them to check their answers for reasonableness:
T: How can you know if 21,550 is a reasonable answer? Discuss with your partner.
S: Well, I can see by looking at the diagram that the amount of wool fits in the part where the amount
of silk is unknown, so the answer is a little less than double 12,000. Our answer makes sense.
S: Another way to think about it is that 11,650 can be rounded to 12 thousands. 12 thousands plus 7
thousands for the silk, since 12 thousands minus 5 thousands is 7 thousands, plus about 4 thousands
for the wool. That’s 23 thousands.

Problem 2: Solve an additive multi-step word problem using a tape diagram, modeled with a tape diagram,
and check the reasonableness of the answer using estimation.
The shop sold 12,789 chocolate and 9,324 cookie dough cones. It sold 1,078 more peanut butter cones than
cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number of ice
cream cones sold?
The solution above shows calculating the total number of cones of each flavor and then adding. Students
may also add like units before adding the extra parts.
After students have solved the problem, ask them to check their answers for reasonableness.
S: By looking at the tape diagram, I can see we have 2 thirteen thousands units. That’s 26 thousands.
We have 2 nine thousands units. So, 26 thousands and 18 thousands is 44 thousands. Plus about 2
MP.3
thousands more. That’s 46 thousands. That’s close.
S: Another way to see it is that I can kind of see 2 thirteen thousands, and the little extra pieces with
the peanut butter make 11 thousands. That is 37 thousands plus 9 thousands from cookie dough is
46 thousands. That’s close.
Problem 3: Solve a multi-step word problem requiring addition and subtraction, modeled with a tape
diagram, and check the reasonableness of the answer using estimation.
In the first week of June, a restaurant sold 10,345 omelets. In the second week, 1,096 fewer omelets were
sold than in the first week. In the third week, 2 thousand more omelets were sold than in the first week. In
the fourth week, 2 thousand fewer omelets were sold than in the first week. How many omelets were sold in
all in June?

This problem is interesting because 2 thousand more and 2 thousand less mean that there is one more unit of
10,345. We, therefore, simply add in the omelets from the second week to three units of 10,345.
S: By looking at the tape diagram, it’s easy to see it is like 3 ten thousands plus 9 thousands. That’s 39
thousands. That is close to our answer.
S: Another way to see it is just rounding one week at a time starting at the first week; 10 thousands
plus 9 thousands plus 12 thousands plus 8 thousands. That’s 39 thousands.
Problem Set
Please note that in Topic F, the Problem Sets are used in
the Concept Developments. As a result, the 10 minutes
usually allotted for the completion of the Problem Set are
not needed.
Lesson Objective: Solve multi-step word problems

modeled with tape diagrams, and assess the
lesson.
 How are the problems alike? How are they different?
 How was your solution the same and different from those that were demonstrated by your peers?
 Why is there more than one right way to solve, for example, Problem 3?
 Did you see other solutions that surprised you or made you see the problem differently?
 In Problem 1, was the part unknown or the total unknown? What about in Problems 2 and 3?
 Why is it helpful to assess for reasonableness after solving?
 How were the tape diagrams helpful in estimating to test for reasonableness? Why is that?



Name Date
statement.
1. In one year, the factory used 11,650 meters of cotton, 4,950 fewer meters of silk than cotton, and 3,500
fewer meters of wool than silk. How many meters in all were used of the three fabrics?
2. The shop sold 12,789 chocolate and 9,324 cookie dough cones. It sold 1,078 more peanut butter cones
than cookie dough cones and 999 more vanilla cones than chocolate cones. What was the total number
of ice cream cones sold?

3. In the first week of June, a restaurant sold 10,345 omelets. In the second week, 1,096 fewer
omelets were sold than in the first week. In the third week, 2 thousand more omelets were sold
than in the first week. In the fourth week, 2 thousand fewer omelets were sold than in the first
week. How many omelets were sold in all in June?

NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 18 Exit Ticket 4 1
Name Date
Draw a tape diagram to represent the problem. Use numbers to solve, and write your answer as a statement.
Park A covers an area of 4,926 square kilometers. It is 1,845 square kilometers larger than Park B.
Park C is 4,006 square kilometers larger than Park A.
1. What is the area of all three parks?
2. Assess the reasonableness of your answer.

Name Date
statement.
1. There were 22,869 children, 49,563 men, and 2,872 more women than men at the fair. How many
people were at the fair?
2. Number A is 4,676. Number B is 10,043 greater than A. Number C is 2,610 less than B. What is the total
value of numbers A, B, and C?

3. A store sold a total of 21,650 balls. It sold 11,795 baseballs. It sold 4,150 fewer basketballs than
baseballs. The rest of the balls sold were footballs. How many footballs did the store sell?

Lesson 19
Objective: Create and solve multi-step word problems from given tape
diagrams and equations.


 Rename Units to Subtract 4.NBT.4 (5 minutes)
 Add Up to the Next Unit 4.NBT.4 (3 minutes)
Rename Units to Subtract (5 minutes)

Note: This fluency activity supports further practice of decomposing a larger unit to make smaller units in
order to subtract.
T: (Write 1 ten – 6 ones.) Am I ready to subtract?
S: No.
T: Rename 1 ten as 10 ones. Say the entire number sentence.
S: 10 ones minus 6 ones is 4 ones.
Repeat with 2 tens – 6 ones, 2 tens – 1 ten 6 ones, 1 hundred – 6 tens, 2 hundreds – 4 tens, 3 hundreds – 1
hundred 4 tens, 5 thousands – 3 hundreds, 5 thousands – 3 thousands 3 hundreds, 2 ten thousands – 3
hundreds.
Add Up to the Next Unit (3 minutes)

Note: This fluency activity strengthens students’ ability to make the next unit, a skill used when using the
arrow way to add or subtract. This activity also anticipates students’ use of the arrow way to solve mixed
measurement unit addition and subtraction in Module 2.
T: (Write 8.) How many more to make 10?
S: 2.
S: 20.
Lesson 19: Create and solve multi-step word problems from given tape diagrams
and equations. 265


S: 16.
Repeat with the following numbers to make 1000: 200, 250, 450, 475, 600, 680, 700, 720, 800, 805, 855, and
945.

Note: Reviewing unit conversions that were learned in Grade 3 helps prepare students to solve problems
with centimeters and meters in Topic A of Module 2.
T: (Write 1 m = ___ cm.) How many centimeters are in a meter?

S: 1 m = 100 cm.
Repeat the process for 2 m, 3 m, 8 m, 8 m 50 cm, 7 m 50 cm, and 4 m 25 cm.
T: (Write 100 cm = ___ m.) Say the answer.
S: 100 cm = 1 m.
T: (Write 150 cm = ___ m ___ cm.) Say the answer.
S: 150 cm = 1 m 50 cm. Repeat the process for 250 cm, 350 cm, 950 cm, and 725 cm.
For Jordan to get to his grandparents’ house, he has to travel through Albany and Plattsburgh. From Jordan’s
house to Albany is 189 miles. From Albany to Plattsburgh is 161 miles. If the total distance of the trip is 508
miles, how far from Plattsburgh do Jordan’s grandparents live?
Note: This problem reviews two-step problems from the previous lessons.
and equations. 266

Suggested Delivery of Instruction for Lesson 19’s Word Problems

1. Draw the labeled tape diagram on the board, and give students the context. Have them write a story
problem based on the tape diagram.
Have two pairs of students who you think can be successful with writing a problem work at the board while
the others work independently or in pairs at their seats. Review the following questions before beginning the
first problem.
 What story makes sense with the diagram?
 What question will I ask in my word problem?
After two minutes, have the two pairs of students share their stories.
their peers.

Give everyone two minutes to exchange stories, calculate, and make a statement of the answer.

Note: In Lessons 17–19, the Problem Set comprises the word problems from the lesson and is, therefore, to
be used during the lesson itself.
Problem 1: Create and solve a simple two-step word problem from the tape diagram below.
Suggested context: people at a football game.

NOTES ON
MULTIPLE MEANS
OF REPRESENTATION:
Students who are English language
learners may find it difficult to create
their own problems. Work together
with a small group of students to
explain what the tape diagram is
showing. Work with students to write
information into the tape diagram.
Discuss what is known and unknown.
Together, build a question based on
the discussion.
and equations. 267

Problem 2: Create and solve a two-step addition word problem from the tape diagram below.
Suggested context: cost of two houses.
NOTES ON
MULTIPLE MEANS
OF ACTION
AND REPRESENTATION:
may struggle with the task of creating
their own problems. These students
may benefit from working together in a
partnership with another student.
Problem 3: Create and solve a three-step word problem First, encourage them to design a tape
involving addition and subtraction from the tape diagram diagram showing the known parts, the
below. unknown part, and the whole. Second,
encourage them to create a word
Suggested context: weight in kilograms of three different whales. problem based on the diagram.
MP.2
Problem 4: Students use equations to model and solve multi-step word problems.
Display the equation 5,233 + 3,094 + k = 12,946.
T: Draw a tape diagram that models this equation.
T: Compare with your partner. Then, create a word problem that uses the numbers from the equation.
Remember to first create a context. Then, write a statement about the total and a question about
the unknown. Finally, tell the rest of the information.
Students work independently. Students can share problems in partners to solve or select word problems to
solve as a class.
and equations. 268

Problem Set
Please note that the Problem Set in Topic F comprises the
lesson’s problems as stated at the introduction of the
lesson.
For some classes, it may be appropriate to modify the
assignment by specifying which problems they work on
first. Some problems do not specify a method for solving.
Students should solve these problems using the RDW
approach used for Application Problems.
Lesson Objective: Create and solve multi-step word

problems from given tape diagrams and equations.
lesson.
 How does a tape diagram help when solving a
problem?
 What is the hardest part about creating a context
for a word problem?
 To write a word problem, what must you know?
 There are many different contexts for Problem 2,
but everyone found the same answer. How is
that possible?
 What have you learned about yourself as a
mathematician over the past module?
 How can you use this new understanding of
addition, subtraction, and solving word problems
in the future?
and equations. 269


and equations. 270

Name Date
Using the diagrams below, create your own word problem. Solve for the value of the variable.
1. 7,104
4,295 982 A
2. 215,554
90,457
and equations. 271

8,200
3.
3,500
2,010
4. Draw a tape diagram to model the following equation. Create a word problem. Solve for the value of the
variable.
26,854 = 17,729 + 3,731 + A
and equations. 272

Name Date
Using the diagram below, create your own word problem. Solve for the value of the variable.
1.
15,387 29,435
2. Using the equation below, draw a tape diagram and create your own word problem. Solve for the value
of the variable.
248,798 = 113,205 + A + 99,937
and equations. 273

Name Date
Using the diagrams below, create your own word problem. Solve for the value of the variable.
1. At the local botanical gardens, there are ________________

Redwood Cypress Dogwood
Redwoods and ________________ Cypress trees.
There are a total of _________________ Redwood, 6,294 3,849 A
Cypress, and Dogwood trees.

12,115
How many ____________________________________
_____________________________________________
_____________________________________________?
2. There are 65,302 ______________________ 65,302
_____________________________________.
There are 37,436 fewer _________________
_____________________________________. T
How many ____________________________ 37,436
____________________________________?
and equations. 274

3. Use the following tape diagram to create a word problem. Solve for the value of the variable.
A
215,561
36,538
42,086
4. Draw a tape diagram to model the following equation. Create a word problem. Solve for the value of the
variable.
27,894 + A + 6,892 = 40,392
and equations. 275

NYS COMMON CORE MATHEMATICS CURRICULUM End-of-Module Assessment Task Lesson
4 1
Name Date
1. Compare the values of each 7 in the number 771,548. Use a picture, numbers, or words to explain.
2. Compare using >, <, or =. Write your answer inside the circle.
a. 234 thousands + 7 ten thousands 241,000
b. 4 hundred thousands – 2 thousands 200,000
c. 1 million 4 hundred thousands + 6 hundred thousands
d. 709 thousands – 1 hundred thousand 708 thousands
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4 1
3. Norfolk, VA, has a population of 242,628 people. Baltimore, MD, has 376,865 more people than Norfolk.
Charleston, SC, has 496,804 less people than Baltimore.
a. What is the total population of all three cities? Draw a tape diagram to model the word problem.
Then, solve the problem.
b. Round to the nearest hundred thousand to check the reasonableness of your answer for the
population of Charleston, SC.
c. Record each city’s population in numbers, in words, and in expanded form.
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4 1
d. Compare the population of Norfolk and Charleston using >, <, or =.
e. Eddie lives in Fredericksburg, VA, which has a population of 24,286. He says that Norfolk’s population
is about 10 times as large as Fredericksburg’s population. Explain Eddie’s thinking.
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4 1
End-of-Module Assessment Task Topics A–F

Standards Addressed
Use the four operations with whole numbers to solve problems.
4.OA.3 Solve multistep word problems posed with whole numbers and having whole-number
unknown quantity. Assess the reasonableness of answers using mental computation and
estimation strategies including rounding.
Generalize place value understanding for multi-digit whole numbers.
4.NBT.1 Recognize that in a multi-digit whole number, a digit in one place represents ten times
expanded form. Compare two multi-digit numbers based on meanings of the digits in
each place, using >, =, and < symbols to record the results of comparisons.
Use place value understanding and properties of operations to perform multi-digit arithmetic.
Evaluating Student Learning Outcomes

A Progression Toward Mastery is provided to describe steps that illuminate the gradually increasing
understandings that students develop on their way to proficiency. In this chart, this progress is presented
from left (Step 1) to right (Step 4). The learning goal for students is to achieve Step 4 mastery. These steps
are meant to help teachers and students identify and celebrate what the students CAN do now and what they
need to work on next.
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4 1
Assessment STEP 1 STEP 2 STEP 3 STEP 4

Task Item and Little evidence of Evidence of some Evidence of some Evidence of solid
Standards reasoning without reasoning without reasoning with a reasoning with a
Addressed a correct answer. a correct answer. correct answer or correct answer.
evidence of solid
reasoning with an
incorrect answer.
(1 Point) (2 Points) (3 Points) (4 Points)
1 The student provides The student can reason The student is able to The student correctly
limited reasoning about about the relationship reason about the reasons the 7 in the
4.NBT.1 the relationship of the between the values of relationship of the 7s, hundred thousands
values of the 7s. the 7s but does not but her reasoning does place is 10 times the
show a supporting not fully support her value of the 7 in the ten
picture or numbers. picture or numbers. thousands place, using
a picture, numbers, or
words to explain.
answers less than two answers two of the four answers three of the answers all four parts:
4.NBT.2 of the four parts. parts. four parts. a. >
4.NBT.4 b. >
c. =
d. <
3 The student correctly The student correctly The student answers The student correctly
answers less than two answers two of the five four or five of the five answers all five parts:
4.NBT.1 of the five parts. parts. parts correctly but with a. 984,810.
4.NBT.2 only some reasoning in
b. The population of
4.NBT.3 Parts (b) and (e). Baltimore is about
4.NBT.4 OR 600,000. The
4.OA.3 The student answers population of
Charleston is about
three or four of the
500,000 less than
parts correctly with
Baltimore, or
solid reasoning for all 100,000.
parts. Therefore, 122,689
is a reasonable
answer.
c. Charleston, SC: One
hundred twenty-
two thousand, six
hundred eighty-
nine. 100,000 +
20,000 + 2,000 +
600 + 80 + 9.
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4 1

Baltimore, MD: Six
hundred nineteen
thousand, four
hundred ninety-
three. 600,000 +
10,000 + 9,000 +
400 + 90 + 3.
Norfolk, VA: Two
hundred forty-two
thousand, six
hundred twenty-
eight. 200,000 +
40,000 + 2,000 +
600 + 20 + 8.
d. Norfolk: 242,628 >
Charleston,
122,689.
e. Eddie is correct to
think that Norfolk’s
population is about
10 times that of
Fredericksburg’s
because Norfolk’s
population is about
240,000, while
Fredericksburg’s is
about 24,000.
240,000 is ten
times as many as
24,000.
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4 1
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4 1
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4
GRADE
Answer Key
Place Value, Rounding, and Algorithms for Addition and
Subtraction
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NYS COMMON CORE MATHEMATICS CURRICULUM Lesson 1 Answer Key 4 1
Lesson 1
Sprint
Side A
1. 20 12. 70 23. 10 34. 8
2. 30 13. 80 24. 2 35. 7
3. 40 14. 90 25. 3 36. 9
4. 50 15. 100 26. 10 37. 6
5. 10 16. 8 27. 5 38. 8
6. 2 17. 7 28. 1 39. 110
7. 3 18. 9 29. 2 40. 11
8. 5 19. 6 30. 3 41. 3
9. 1 20. 10 31. 6 42. 12
10. 4 21. 5 32. 7 43. 140
11. 60 22. 1 33. 9 44. 14
Side B
1. 10 12. 60 23. 2 34. 7
2. 20 13. 70 24. 10 35. 8
3. 30 14. 80 25. 3 36. 9
4. 40 15. 90 26. 2 37. 6
5. 50 16. 7 27. 1 38. 7
6. 3 17. 6 28. 10 39. 110
7. 2 18. 8 29. 5 40. 11
8. 4 19. 10 30. 3 41. 120
9. 1 20. 9 31. 3 42. 12
10. 5 21. 1 32. 4 43. 130
11. 100 22. 5 33. 9 44. 13
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Problem Set
1. a. Chart accurately labeled; 30; 30; disks 3. 300; explanations will vary.
accurately drawn 4. $8,000; explanations will vary.
b. Chart accurately labeled; 20; 200; disks 5. a. 8
accurately drawn b. 40
c. Chart accurately labeled; 40; 4,000; disks c. 50
accurately drawn d. 10 times as many
2. a. 10 6. 10
b. 3; 3
c. Ten times as many
d. 2; explanations will vary.
Exit Ticket
1. Chart accurately labeled
2. 4 hundreds; 40 hundreds; 4 thousands
3. 4 thousands is 10 times as many as 4 hundreds.
Homework
1. a. Chart accurately labeled; 40; 40; disks 5. a. 12
accurately drawn b. 90
b. Chart accurately labeled; 20; 200; disks c. 70
accurately drawn d. 10 times as many
c. Chart accurately labeled; 50; 5,000; disks 6. 10
accurately drawn
2. a. 10; 1
b. 6; 6
c. 10 times as many
d. 40; explanations will vary.
3. 600 GB; explanations will vary.
4. $2,000; explanations will vary.
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Lesson 2
Problem Set
1. a. Chart accurately labeled; 20; 2 ten thousands; disks accurately drawn
b. Chart accurately labeled; 30; 3 hundred thousands; disks accurately drawn
c. Chart accurately labeled; 40; 4 hundreds; disks accurately drawn
2. 60 tens; 600
70 hundreds; 7,000
3 hundreds; 300
6 thousands; 6,000
40 thousands; 40,000
3. 4 hundreds 3 tens; 430
2 thousands 3 hundreds; 2,300
7 ten thousands 8 thousands; 78,000
6 hundreds 4 ones; 604
4 thousands 3 ones; 4,003
4. Explanations will vary; chart proves answer.
5. Explanations will vary; chart proves answer.
6. $24,600
7. 4,590
8. a. 900,000
b. The population of Planet Ruba is 10 times as many as Planet Zamba.
Exit Ticket
1. a. 406,000
b. 802
2. $395,800
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Homework
1. a. Chart accurately labeled; 40; 4 ten thousands; disks accurately drawn
b. Chart accurately labeled; 40; 4 hundreds; disks accurately drawn
2. 30 tens; 300
50 hundreds; 5,000
9 thousands; 9,000
70 thousands; 70,000
3. 2 hundreds 1 tens; 210
5 thousands 5 hundreds; 5,500
2 hundreds 7 ones; 207
4 thousands 8 tens; 4,080
4. a. $9,500
b. $95
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Lesson 3
Sprint
Side A
1. 3 12. 21 23. 30 34. 27
2. 3 13. 21 24. 27 35. 12
3. 6 14. 24 25. 12 36. 9
4. 6 15. 24 26. 24 37. 6
5. 9 16. 27 27. 15 38. 21
6. 12 17. 27 28. 21 39. 24
7. 12 18. 30 29. 18 40. 33
8. 15 19. 30 30. 30 41. 33
9. 15 20. 9 31. 15 42. 36
10. 18 21. 3 32. 18 43. 39
11. 18 22. 6 33. 3 44. 39
Side B
1. 3 12. 21 23. 27 34. 12
2. 3 13. 21 24. 9 35. 27
3. 6 14. 24 25. 24 36. 6
4. 6 15. 24 26. 12 37. 21
5. 9 16. 27 27. 21 38. 9
6. 12 17. 27 28. 15 39. 24
7. 12 18. 30 29. 18 40. 33
8. 15 19. 30 30. 15 41. 33
9. 15 20. 3 31. 30 42. 39
10. 18 21. 30 32. 3 43. 39
11. 18 22. 6 33. 18 44. 36
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Problem Set
1. a. 1,234 4. a. Disks or numbers accurately represented;
b. 12,345 30,000; 30
c. 123,456 b. Disks or numbers accurately represented;
d. 1,234,567 320,000; 320
e. 12,345,678,901 c. Disks or numbers accurately represented;
2. 100 321,040; 321
1,000 5. Disks or numbers prove equivalency.
1,000,000
12,000
3. a. Disks accurately drawn; 5,100
b. Disks accurately drawn; 251,000
Exit Ticket
1. a. 9,304 2. 27,300 accurately written; 27
b. 62,789
c. 108,953
Homework
1. a. 4,321 4. a. Disks or numbers accurately represented;
b. 54,321 50,000; 50
c. 224,466 b. Disks or numbers accurately represented;
d. 2,224,466 440,000; 440
e. 10,010,011,001 c. Disks or numbers accurately represented;
2. 100 273,050; 273
1,000 5. Disks or numbers prove equivalent amounts.
12,000
3. a. Disks accurately drawn; 3,200
b. Disks accurately drawn; 152,000
290
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Lesson 4
Problem Set
1. a. Units accurately labeled; 90,523 written in chart
b. Ninety thousand, five hundred twenty-three
c. 90,000 + 500 + 20 + 3
b. Nine hundred five thousand, two hundred three
c. 900,000 + 5,000 + 200 + 3
3. 2,480; 2,000 + 400 + 80
20,482; twenty thousand, four hundred eighty-two
64,106; 60,000 + 4,000 + 100 + 6
Six hundred four thousand, sixteen; 600,000 + 4,000 + 10 + 6
Nine hundred sixty thousand, sixty; 900,000 + 60,000 + 60
4. Both ways of reading 4,400 are acceptable; explanations will vary.
Exit Ticket
1. a. Units accurately labeled
b. 806,302 written in chart
c. Eight hundred six thousand, three hundred two
2. 100,000 + 60,000 + 500 + 80 + 2
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Homework
b. Fifty thousand, six hundred seventy-nine
c. 50,000 + 600 + 70 + 9
b. Five hundred six thousand, seven hundred nine
c. 500,000 + 6,000 + 700 + 9
3. 5,370; 5,000 + 300 + 70
50,372; fifty thousand, three hundred seventy-two
39,701; 30,000 + 9,000 + 700 + 1
Three hundred nine thousand, seventeen; 300,000 + 9,000 + 10 + 7
Seven hundred seventy thousand, seventy; 700,000 + 70,000 + 70
4. Answers and explanations will vary.
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Lesson 5
Sprint
Side A
1. 4 12. 28 23. 40 34. 36
2. 4 13. 28 24. 36 35. 16
3. 8 14. 32 25. 16 36. 12
4. 8 15. 32 26. 32 37. 8
5. 12 16. 36 27. 12 38. 28
6. 12 17. 36 28. 28 39. 32
7. 16 18. 40 29. 24 40. 44
8. 20 19. 40 30. 40 41. 44
9. 20 20. 12 31. 20 42. 48
10. 24 21. 4 32. 24 43. 48
11. 24 22. 8 33. 4 44. 52
Side B
1. 4 12. 28 23. 36 34. 16
2. 4 13. 28 24. 12 35. 36
3. 8 14. 32 25. 32 36. 8
4. 8 15. 32 26. 16 37. 28
5. 12 16. 36 27. 28 38. 12
6. 12 17. 36 28. 20 39. 32
7. 16 18. 40 29. 24 40. 44
8. 20 19. 40 30. 20 41. 44
9. 20 20. 4 31. 40 42. 48
10. 24 21. 40 32. 4 43. 48
11. 24 22. 8 33. 24 44. 52
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Problem Set
1. a. Units accurately labeled; disks accurately drawn; >
b. Units accurately labeled; disks accurately drawn; <
2. a. >
b. >
c. =
d. <
3. 4,240 ft, 4,340 ft, 4,960 ft, 5,344 ft; Slide Mountain
4. 820; 2,008; 2,080; 8,002; 8,200
5. 728,000; 720,800; 708,200; 87,300
6. Proxima Centauri 268,269 AUs, Alpha Centauri 275,725 AUs, Barnard’s Star 377,098 AUs, Sirius 542,774
AUs, Epsilon Eridani 665,282 AUs
Exit Ticket
1. 2,398 points, 2,699 points, 2,709 points, 2,976 points; Bonnie
2. a. Answers will vary.
b. Answers will vary.
Homework
1. a. Units accurately labeled; disks accurately drawn; >
b. Units accurately labeled; disks accurately drawn; <
2. a. >
b. <
c. =
d. >
3. 1,450 ft, 1,483 ft, 1,670 ft, 1,776 ft; One World Trade Center
4. 750; 5,007; 5,070; 7,505; 7,550
5. 640,020; 426,000; 406,200; 46,600
6. Nevada, Arizona, Montana, California, Texas, Alaska
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Lesson 6
Problem Set
1. a. Units accurately labeled; disks accurately drawn; 615,472
b. Units accurately labeled; disks accurately drawn; 381,036
c. Units accurately labeled; disks accurately drawn; 100,000 more
2. 249,867 points; explanations will vary.
3. a. 50,060
b. 11,195
c. 1,000,000
d. 29,231
e. 100,000
f. 1,000
4. a. 160,010; 180,010; 200,010; explanations will vary.
b. 998,756; 698,756; 598,756; explanations will vary.
c. 742,369; 740,369; 739,369; explanations will vary.
d. 128,910; 108,910; 98,910; explanations will vary.
Exit Ticket
1. 469,235; 470,235; 473,235; explanations will vary.
2. a. 57,879
b. 224,560
c. 446,080
d. 796,233
3. 209,782; explanations will vary.
295
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Homework
1. a. Units accurately labeled; disks accurately drawn; 460,313
b. Units accurately labeled; disks accurately drawn; 405,040
c. Units accurately labeled; disks accurately drawn; 100,000 more
2. a. 176,960
b. 12,097
c. 839,000
d. 452,210
e. 1,000
f. 100,000
3. a. 146,555; 148,555; 150,555; explanations will vary.
b. 754,321; 784,321; 794,321; explanations will vary.
c. 325,876; 525,876; 625,876; explanations will vary.
d. 264,445; 244,445; 234,445; explanations will vary.
4. $64,098; explanations will vary.
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Lesson 7
Problem Set
1. a. 7,000
b. 9,000
c. 16,000
d. 40,000
e. 399,000
f. 840,000
2. 5,572 ≈ 6,000; 8,147 ≈ 8,000; 10,996 ≈ 11,000; 25,000 km
3. 12,748 ≈ 13,000; 11,702 ≈ 12,000; Tyler; explanations will vary.
4. $43,499; $42,500
Exit Ticket
1. a. 8,000
b. 13,000
c. 324,000
2. Susie; explanations will vary.
Homework
1. a. 6,000
b. 4,000
c. 33,000
d. 79,000
e. 251,000
f. 700,000
2. 981 ≈ 1,000; explanations will vary.
3. $5,990 ≈ $6,000; $4,720 ≈ $5,000; Sophia’s family; explanations will vary.
4. Incorrect; explanations will vary.
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Lesson 8
Sprint
Side A
1. 5 12. 45 23. 6,500 34. 685
2. 50 13. 55 24. 650 35. 9,450
3. 500 14. 550 25. 65 36. 3,950
4. 15 15. 5,500 26. 265 37. 2,455
5. 150 16. 250 27. 9,265 38. 7,085
6. 1,500 17. 350 28. 85 39. 3,205
7. 35 18. 750 29. 95 40. 8,635
8. 350 19. 5,750 30. 995 41. 8,195
9. 450 20. 75 31. 9,995 42. 2,515
10. 25 21. 675 32. 445 43. 4,895
11. 35 22. 6,750 33. 8,350 44. 6,665
Side B
1. 15 12. 55 23. 7,500 34. 585
2. 150 13. 65 24. 750 35. 9,550
3. 1,500 14. 650 25. 75 36. 2,950
4. 25 15. 6,500 26. 275 37. 3,455
5. 250 16. 350 27. 9,275 38. 6,085
6. 2,500 17. 450 28. 85 39. 4,205
7. 45 18. 850 29. 95 40. 7,635
8. 450 19. 5,850 30. 995 41. 7,195
9. 550 20. 85 31. 9,995 42. 3,515
10. 35 21. 685 32. 455 43. 5,895
11. 45 22. 6,850 33. 8,450 44. 7,775
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Problem Set
1. a. 50,000; number line accurately models work.
b. 40,000; number line accurately models work.
c. 410,000; number line accurately models work.
c. 1,000,000; number line accurately models work.
3. 1,000,000; number line accurately models work.
4. Possible digits are 0, 1, 2, 3, or 4; number line accurately models work.
5. a. 370,000
b. 400,000
Exit Ticket
b. 1,000,000; number line accurately models work.
3. 800,000
Homework
3. 500,000; number line accurately models work.
4. Possible digits are 0, 1, 2, 3, or 4; number line accurately models work.
5. a. 380,000
b. 400,000
299
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Lesson 9
Problem Set
1. a. 5,000 3. a. 800,000
b. 5,000 b. 900,000
c. 42,000 c. 800,000
d. 802,000 d. 1,000,000
e. Explanations will vary. e. Explanations and numbers will vary.
2. a. 30,000 4. a. Explanations will vary.
b. 30,000 b. Estimate is not reasonable; explanations
c. 790,000 will vary.
d. 710,000 c. 30,000
e. Explanations and numbers will vary.
Exit Ticket
1. 766,000; 770,000; 800,000 2. 17,000; 20,000; explanations will vary.
Homework
1. a. 7,000 3. a. 100,000
b. 3,000 b. 800,000
c. 16,000 c. 600,000
d. 706,000 d. 800,000
e. Explanations will vary. e. Explanations and numbers will vary.
2. a. 90,000 4. a. 849,999; 750,000
b. 90,000 b. 404,999; 395,000
c. 790,000 c. 30,499; 29,500
d. 910,000
e. Explanations and numbers will vary.
300
G4-M1-TE-1.3.0-06.2015
Lesson 10
Sprint
Side A
1. 20,000 12. 40,000 23. 190,000 34. 160,000
2. 30,000 13. 140,000 24. 90,000 35. 20,000
3. 40,000 14. 40,000 25. 100,000 36. 920,000
4. 540,000 15. 60,000 26. 100,000 37. 40,000
5. 50,000 16. 460,000 27. 100,000 38. 60,000
6. 60,000 17. 20,000 28. 200,000 39. 700,000
7. 70,000 18. 30,000 29. 800,000 40. 240,000
8. 370,000 19. 40,000 30. 30,000 41. 710,000
9. 60,000 20. 240,000 31. 50,000 42. 190,000
10. 710,000 21. 80,000 32. 650,000 43. 780,000
11. 30,000 22. 180,000 33. 60,000 44. 440,000
Side B
1. 10,000 12. 30,000 23. 190,000 34. 150,000
2. 20,000 13. 130,000 24. 90,000 35. 30,000
3. 30,000 14. 30,000 25. 100,000 36. 930,000
4. 530,000 15. 50,000 26. 100,000 37. 30,000
5. 40,000 16. 350,000 27. 100,000 38. 50,000
6. 50,000 17. 30,000 28. 200,000 39. 600,000
7. 60,000 18. 40,000 29. 800,000 40. 140,000
8. 360,000 19. 50,000 30. 20,000 41. 610,000
9. 50,000 20. 250,000 31. 40,000 42. 180,000
10. 610,000 21. 70,000 32. 640,000 43. 890,000
11. 20,000 22. 170,000 33. 50,000 44. 440,000
301
G4-M1-TE-1.3.0-06.2015
Problem Set
1. a. 544,000 g. 40,000
b. 540,000 h. 50,000
c. 500,000 i. 1,000,000
2. a. 2,800 j. 400,000
b. 32,900 k. 400,000
c. 132,900 l. 900,000
d. 6,000 3. No; explanations will vary.
e. 37,000 4. Answers and explanations will vary.
f. 101,000 5. 70,000; 7,000; ≈ 10 trips
Exit Ticket
1. a. 599,000; 600,000; 600,000
b. Explanations will vary.
2. Answers and explanations will vary.
Homework
1. a. 845,000 g. 60,000
b. 850,000 h. 80,000
c. 800,000 i. 900,000
2. a. 800 j. 900,000
b. 12,800 k. 500,000
c. 951,200 l. 700,000
d. 1,000 3. a. Answers and explanations will vary.
e. 65,000 b. Answers and explanations will vary.
f. 99,000 c. Answers and explanations will vary.
302
G4-M1-TE-1.3.0-06.2015
Lesson 11
Problem Set
1. a. 6,579 2. 240,029
b. 7,579 3. 4,485
c. 7,582 4. 31,318
d. 8,807
e. 10,807
f. 17,841
g. 58,146
h. 106,538
i. 901,256
j. 1,554
k. 286,026
Exit Ticket
1. a. 25,914 2. 54,427
b. 4,226
c. 8,080
Homework
1. a. 8,953 2. a. 15,123 lb
b. 37,649 b. 17,353 lb
c. 870,898 c. 20,020 lb
d. 301,050 d. 5,020 lb
e. 662,831
f. 380,880
g. 119,714
h. 381,848
i. 1,000,000
303
G4-M1-TE-1.3.0-06.2015
Lesson 12
Problem Set
1. a. 330
b. 337
c. Explanations will vary.
2. a. 3,000
b. 2,918
3. a. 44,000
b. 44,020
4. a. 53,443
b. 54,000; explanations will vary.
Exit Ticket
$31,771; explanations will vary.
Homework
1. a. 24,000
b. 23,613
2. a. 157,593
b. 157,000; explanations will vary.
3. a. 30,238
b. Explanations will vary.
304
G4-M1-TE-1.3.0-06.2015
Lesson 13
Problem Set
1. a. 4,023 2. 12,009
b. 4,023 3. 471 y
c. 2,208 4. 52,411 lb
d. 4,190 5. 109,014 mi
e. 6,030
f. 2,523
g. 9,010
h. 227,110
i. 98,220
Exit Ticket
1. a. 6,011
b. 13,920
c. 6,511
2. 7,050
Homework
1. a. 2,090 2. 24,717
b. 408,110 3. 1,922
c. 330,011 4. $312,571
d. 30,011 5. a. 390,211
e. 890,130 b. 204,110
f. 106,010
g. 1,511
h. 371,631
305
G4-M1-TE-1.3.0-06.2015
Lesson 14
Problem Set
1. a. 1,090 2. 57,600 s
b. 990 3. 284,700
c. 47,984 4. 1,816
d. 988 5. $10,909
e. 93,189
f. 92,979
g. 2,889
h. 49,979
i. 92,943
Exit Ticket
1. 13,589
2. 29,464
3. 356
Homework
1. a. 50,497 2. 212,181 lb
b. 275,497 3. 92,944
c. 345,897 4. 361,200 lb
d. 158,497
e. 90,517
f. 858,919
g. 857,011
h. 87,897
i. 258,989
306
G4-M1-TE-1.3.0-06.2015
Lesson 15
Problem Set
1. a. 9,980 2. 3,679 mi
b. 91,680 3. 227,367 gal
c. 197,859 4. $929
d. 167,574
e. 408,000
f. 407,500
g. 8,089
h. 7,431
Exit Ticket
1. 176,035
2. 84,369
Homework
1. a. 8,818 2. 7,919 mi
b. 53,776 3. 598,909
c. 179,667 4. $674,700
d. 127,780 5. 18,647 g
e. 55,061
f. 197,750
g. 720,511
h. 755,000
i. 523,836
307
G4-M1-TE-1.3.0-06.2015
Lesson 16
Sprint
Side A
1. 200 12. 140 23. 102 34. 260
2. 300 13. 190 24. 103 35. 375
3. 400 14. 195 25. 104 36. 633
4. 900 15. 185 26. 107 37. 809
5. 100 16. 184 27. 207 38. 470
6. 700 17. 173 28. 307 39. 735
7. 500 18. 162 29. 807 40. 417
8. 800 19. 262 30. 804 41. 604
9. 600 20. 762 31. 409 42. 1,004
10. 120 21. 527 32. 608 43. 1,040
11. 130 22. 387 33. 903 44. 1,184
Side B
1. 100 12. 130 23. 101 34. 250
2. 200 13. 170 24. 102 35. 385
3. 300 14. 175 25. 103 36. 631
4. 700 15. 165 26. 109 37. 607
5. 500 16. 164 27. 209 38. 460
6. 900 17. 153 28. 309 39. 725
7. 400 18. 142 29. 709 40. 413
8. 800 19. 242 30. 704 41. 602
9. 600 20. 842 31. 408 42. 1,003
10. 110 21. 529 32. 603 43. 1,030
11. 120 22. 389 33. 905 44. 1,148
308
G4-M1-TE-1.3.0-06.2015
Problem Set
1. a. 19,000 lb
b. 19,190 lb
2. a. 500,000 gal
b. 597,420 gal
3. a. 53,000 mi
b. 53,558 mi
5. 78,497 lb; explanations will vary.
Exit Ticket
1. 64,000
2. 63,213
3. Explanations will vary.
Homework
1. a. 40,000
b. 40,699
2. a. 700,000
b. 601,801
309
G4-M1-TE-1.3.0-06.2015
Lesson 17
Problem Set
1. $13,838
2. 290,694
3. 1,125 kg
4. 150 m
Exit Ticket
476 mL
Homework
1. 278
2. 7,093 L
3. 160 in
310
G4-M1-TE-1.3.0-06.2015
Lesson 18
Problem Set
1. 21,550 m
2. 46,303
3. 40,284
Exit Ticket
1. 16,939 sq km
2. Answers will vary.
Homework
1. 124,867
2. 31,504
3. 2,210
311
G4-M1-TE-1.3.0-06.2015
Lesson 19
Problem Set
1. Word problems will vary; 1,827
4. Tape diagram models the equation; word problems will vary; 5,394
Exit Ticket
Homework
312
G4-M1-TE-1.3.0-06.2015

Math g4 m1 Full Module

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New York State Common Core

Topic A: Place Value of Multi-Digit Whole Numbers................................................... 20

Topic B: Comparing Multi-Digit Whole Numbers ........................................................ 78

Topic C: Rounding Multi-Digit Whole Numbers ........................................................ 107

Mid-Module Assessment and Rubric ........................................................................ 153

Topic D: Multi-Digit Whole Number Addition ........................................................... 160

Topic E: Multi-Digit Whole Number Subtraction ...................................................... 188

Topic F: Addition and Subtraction Word Problems ................................................... 242

End-of-Module Assessment and Rubric ................................................................... 276

Answer Key ................................................................................................................ 284

A goat produces 5,212 gallons of milk a year.

17,279 – 5,212 = ________

A goat needs to produce _______ more gallons of milk a year.

Focus Grade Level Standards

Use place value understanding and properties of operations to perform multi-digit

Focus Standards for Mathematical Practice

Overview of Module Topics and Lesson Objectives

4.NBT.2 B Comparing Multi-Digit Whole Numbers 2

4.NBT.3 C Rounding Multi-Digit Whole Numbers 4

Mid-Module Assessment: Topics A–C (review content 1 day, assessment ½ day, 3

4.OA.3 D Multi-Digit Whole Number Addition 2

Standards Topics and Objectives Days

4.OA.3 F Addition and Subtraction Word Problems 3

End-of-Module Assessment: Topics A–F (review content 1 day, assessment ½ 3

Total Number of Instructional Days 25

Familiar Terms and Symbols 5

Suggested Tools and Representations

Place Value Disks

Place Value Cards

Suggested Methods of Instructional Delivery

RDW or Read, Draw, Write (an Equation and a Statement)

Modeling with Interactive

Personal White Boards

Directions for Creating Personal White Boards

Frequently Asked Questions About Personal White Boards

Preparing to Teach a Module

Step 2: Dig into the details.

Preparing to Teach a Lesson

Anticipated Difficulty “Must Do” Remedial Problem Suggestion

Topic A: Place Value of Multi-Digit Whole Numbers

© 2015 Great Minds. eureka-math.org This work is licensed under a

A Teaching Sequence Toward Mastery of Place Value of Multi-Digit Whole Numbers

Topic A: Place Value of Multi-Digit Whole Numbers

© 2015 Great Minds. eureka-math.org This work is licensed under a

Suggested Lesson Structure

 Fluency Practice (13 minutes)

Sprint: Multiply and Divide by 10 (10 minutes)

Lesson 1: Interpret a multiplication equation as a comparison.

© 2015 Great Minds. eureka-math.org This work is licensed under a

T: Say the number in standard form.

Application Problem (5 minutes)

Concept Development (35 minutes)

Problem 1: 1 ten is 10 times as much as 1 one.

Lesson 1: Interpret a multiplication equation as a comparison.

© 2015 Great Minds. eureka-math.org This work is licensed under a

T: 10 ones. What larger unit can I make?

Problem 2: One hundred is 10 times as much as 1 ten.

Problem 3: One thousand is 10 times as much as 1 hundred.

1 ten = 10 × 1 one (Say, “1 ten is 10 times as much as 1 one.”)

___ ten is _ times as many as ___ one.

___ hundred is _ times as many as ___ ten.

___ thousand is _ times as many as ___ hundred.

a. 10 × 3 ones = ones = __

b. 10 × 2 tens =_ tens = _

c. 4 hundreds × 10 = _ hundreds = _

b. 10 times as many as _ tens is 30 tens or hundreds.

___ × 10 = _ = ________

a. 10 × 4 ones = ones = __

b. 10 × 2 tens =_ tens = _

c. 5 hundreds × 10 = _ hundreds = _

a. 10 times as many as 1 hundred is hundreds or __ thousand.

b. 10 times as many as _ hundreds is 60 hundreds or thousands.