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Unit #1

Foundations of Place Value

Approximate Time Frame: 1416 days

Focus of the Unit:

In this unit, students will reinforce important foundational understandings of place value. It is important
that students master the ability to identify place value positions through the millions place, and to find
the value of digits in each place. They will use these skills to compare and round numbers to the millions
place. Students will conceptualize the product of a multiplication problem as a certain factor times as
many as another factor, specifically applying this conceptualization to their understanding of place
value, in which a certain place value represents ten times as many as the place to the right. They will
learn the concept of multiplicative comparison and will begin to conceptualize multiplication as a scalar
equation.
Connections to Previous Learning:
As this is the first unit of the school year, students will draw from prior learning in third grade relating to
place value and multiplication. They have previously learned the name of place value positions through
the thousands place, how to identify the value of digits up to the thousands place, and how to round
numbers to the nearest 10 or 100. They will expand this knowledge through the millions place, and will
use this new knowledge to write numbers in expanded form, compare larger numbers, and round
numbers to any place up to the millions place.
Students have previously learned about factors and multiplication and division facts within 100. They will
expand on this prior knowledge by identifying multiples of numbers and beginning to conceptualize
multiplication as multiplicative comparison, using the idea that a product is a certain factor times as
many as another factor.
Where the Learning Goes Next:
This unit lays the foundation for learning throughout the year. Students will apply concepts of place value
and multiplicative comparison as they delve deeper into multiplication and division, as well as equivalent
fractions, decomposition of fractions, and comparing fractions.
Content Standards Addressed in this Unit:
Practice Standards to be Emphasized in this
4.OA.A.1, 4.NBT.A.1, 4.NBT.A.2, 4.NBT.A.3
Unit:
MP1: Make sense of problems and persevere in
solving them.
MP2: Reason abstractly and quantitatively.
MP4: Model with mathematics.

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MP6: Attend to precision.

MP7: Look for and make use of structure.
MP8: Look for and express regularity in repeated
reasoning.
Enduring Understandings:
Numbers can be represented using objects, words and symbols.
The value of a digit in a written numeral depends on its place, or position, in a number.
For any number, the place of a digit tells how many ones, tens, hundreds, and so forth are
represented by that digit.
Sets of ten, one hundred and so forth must be perceived as single entities when interpreting
numbers using place value.
Numbers can be named in equivalent ways using place value.
You can add the value of the digits together to get the value of a number.
In the multiplicative expression A x B, A can be defined as a scaling factor.
A multiplicative comparison involves a constant increase that is x times more or x times less.
Multiples are what you get after you multiply a number by an integer and a given factor has infinite
multiples. When referring to how many times more/less, multiples are being used.
Section Explanation: This portion of the unit lays the foundation for conceptual understanding of place
value, using multiplicative comparison. Students begin to conceptualize multiplication using the
expression times as many and apply this to place value in terms of a digit in one place representing
ten times as many as what it represents in the place to its right.
Standards
Instructional Notes
4.OA.A.1
A multiplicative comparison is a situation in
Interpret a multiplication equation as a comparison,
which one quantity is multiplied by a
e.g., interpret 35 = 5 7 as a statement that 35 is
specified number to get another quantity
5 times as many as 7 and 7 times as many as 5.
(e.g., a is n times as much as b). Students
Represent verbal statements of multiplicative
should be able to identify and verbalize which
comparisons as multiplication equations.
quantity is being multiplied and which
number tells how many times. Equations and
Tie to MP1, MP2, and MP7
number lines should be used to model these
comparisons.

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4.NBT.A.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.

Provide multiple opportunities in the

classroom setting and use real-world context
for students to read and write multi-digit
whole numbers.

Students also need to create numbers that

meet specific criteria. For example, provide
students with cards numbered 0 through 9.
Ask students to select 4 to 6 cards; then,
using all the cards make the largest number
possible with the cards, the smallest number
possible and the closest number to 5000 that
is greater than 5000 or less than 5000.

Two important ideas developed for three-digit

numbers should be extended to larger
numbers. First, the grouping idea should be
generalized. That is, ten in any position
makes a single thing (group) in the next
position, and vice versa. Second, the oral and
written patterns for numbers in three digits
are duplicated in a clever way for every three
digits to the left. These two related ideas are
not as easy for students to understand as
adults seem to believe. Because models for
large numbers are often difficult to
demonstrate or visualize, textbooks
frequently deal with these ideas in a
predominantly symbolic manner. That is not
sufficient.

Tie to MP7 and MP8

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Knowledge
Academic Vocabulary
Multiple
Multiplicative comparison
Place value positions
(through millions place)
Times as many
Times as much

Students should be familiar with and use

place value as they work with numbers.
Some activities that will help students
develop understanding of this standard are:
Investigate the product of 10 and any
number, then justify why the number now
has a 0 at the end. (7 x 10 = 70 because 70
represents 7 tens and no ones, 10 x 35 = 350
because the 3 in 350 represents 3 hundreds,
which is 10 times as much as 3 tens, and the
5 represents 5 tens, which is 10 times as
much as 5 ones.) While students can easily
see the pattern of adding a 0 at the end of a
number when multiplying by 10, they need to
be able to justify why this works. Investigate
the pattern, 6, 60, 600, 6,000, 60,000,
600,000 by dividing each number by the
previous number.

Understandings
Understand a multiplication
equation as multiplicative
comparison (e.g. 3 x 6 =
18; 18 = 3 times as many
as 6).
In multi-digit whole
numbers, a digit in one
place represents 10 times
what it represents in the
place to its right.

Skills
Identify place value
positions of whole numbers
to millions place.
Identify the value of each
digit in a given place up to
one million.
Identify factors in a
multiplication problem.
Identify multiples of a given
number.
Read, write and interpret
verbally a multiplication

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equation as a comparison
(e.g. 3 x 6 = 18; 18 =
3times as many as 6).
Represent verbal
statements of multiplicative
comparisons as
multiplication equations (24
= 4 times as many as 6 is
written as the equation 4 x
6 = 24).
Use strategies based on
place value for multiplying
and dividing by 10.
Represent math
relationships in words,
pictures or symbols that
demonstrate multiplying by
10 increases a number's
value and shifts its place
one position to the left.
Represent math
relationships in words,
pictures or symbols that
demonstrate dividing by 10
decreases a number's value
and shifts its place one
position to the right.

Suggested Resources:
Engage NY Module 1: https://www.engageny.org/resource/grade-4-mathematics-module-1
NC Tasks: http://3-5cctask.ncdpi.wikispaces.net/Fourth+Grade+Tasks
Georgia Place Value Unit 1: https://www.georgiastandards.org/Georgia-Standards/Frameworks/4thMath-Unit-1.pdf

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Illustrative Mathematics Tasks for Unit Standards: https://www.illustrativemathematics.org/4

Learn Zillion Videos for Unit Standards: https://learnzillion.com/resources/17036-4th-grade-mathvideo-lessons
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-place-valuerounding
Math Antics Videos (Place Value): http://mathantics.com/index.php
K-5 Math Teaching Resources: http://www.k-5mathteachingresources.com/4th-grade-numberactivities.html
Go Math: Lessons 1.2-1.4
Base-ten manipulatives
Assessment Samples:
PARCC (4.NBT.A.1)

PARCC (4.OA.A.1)

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Section Explanation: This portion of the unit applies the previously developed deep understanding of
place value in order to write numbers in various forms and to round numbers.
Standards
Instructional Notes
4.NBT.A.2
Use base-ten blocks, place value tables,
Read and write multi-digit whole numbers using
place value cards and pictures to build
base-ten numerals, number names, and expanded
conceptual understanding.
form. Compare two multi-digit numbers based on
meanings of the digits in each place, using >, =,
It is important to differentiate between the
and < symbols to record the results of
place a number is in (hundreds place,
comparisons.
thousands place, etc.) and its value. For
example, in the number 759, the 7 is in the
Tie to MP2, MP4, MP6, and MP7
hundreds place, and has a value of 700.
Common Misconceptions:
There are several misconceptions students
may have about writing numerals from verbal
descriptions. Numbers like one thousand do
not cause a problem; however a number like
one thousand two causes problems for
students. Many students will understand the
1000 and the 2 but then instead of placing
the 2 in the ones place, students will write
the numbers as they hear them, 10002 (ten

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thousand two). There are multiple strategies

that can be used to assist with this concept,
including place-value boxes and verticaladdition method. Students often assume that
the first digit of a multi-digit number
indicates the "greatness" of a number. The
assumption is made that 954 is greater than
1002 because students are focusing on the
first digit instead of the number as a whole.
Students need to be aware of the greatest
place value. In this example, there is one
number with the lead digit in the thousands
and another number with its lead digit in the
hundreds.
4.NBT.A.3
When students are asked to round large
Use place value understanding to round multi-digit
numbers, they first need to identify which
whole numbers to any place.
digit is in the appropriate place. Example:
Round 76,398 to the nearest 1000.
Tie to MP2, MP4, and MP7
o Step 1: Since I need to round to the
nearest 1000, then the answer is either
76,000 or 77,000.
o Step 2: I know that the halfway point
between these two numbers is 76,500.
o Step 3: I see that 76,398 is between
76,000 and 76,500.
o Step 4: Therefore, the rounded number
would be 76,000.
Knowledge
Understandings
Skills
Numbers can be
In multi-digit whole
Correctly read and use the
represented with numerals,
numbers, a digit in one
symbols <, >, and = when
names and expanded form.
place represents 10 times
comparing numbers up to
what it represents in the
one million.
Process for rounding based

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on place value (see

Instructional Notes for
4.NBT.A.3).
The symbol < indicates
that the first quantity is
less than the second
quantity.
The symbol > indicates
that the first quantity is
greater than the second
quantity.
The symbol = indicates
that the first quantity is
equal to the second
quantity.

place to its right.

Place value is used to
compare two numbers up
to one million.
Place value is used to write
numbers in verbal and
expanded form.
Place value is used to
round numbers to a given
place.
Numbers can be rounded
when an exact quantity is
not needed and/ or to
check the reasonableness
of an answer.

Use place value models

(base-ten models, number
line, hundreds chart, place
value charts) to reason
about numbers.
Round multi-digit numbers
to a given place (ones to
millions).

Academic Vocabulary
Multiple
Multiplicative comparison
Place value positions (ones
through millions place)
Suggested Resources:
TN Core Task Arc Whole Number Place Value:
http://www.tncore.org/math/instructional_resources/grades/grade4.aspx OR
http://www.edutoolbox.org/tntools/list/grade/819/955/4
Engage NY Module 1: https://www.engageny.org/resource/grade-4-mathematics-module-1
Illustrative Mathematics Tasks for Unit Standards: https://www.illustrativemathematics.org/4
Learn Zillion Videos for Unit Standards: https://learnzillion.com/resources/17036-4th-grade-mathvideo-lessons
Khan Academy: https://www.khanacademy.org/math/cc-fourth-grade-math/cc-4th-place-valuerounding

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Math Antics Videos (Place Value, Rounding): http://mathantics.com/index.php

K-5 Math Teaching Resources: http://www.k-5mathteachingresources.com/4th-grade-numberactivities.html
Go Math: Lessons 1.2-1.4
Place value manipulatives

Assessment Samples:
Smarter Balance (4.NBT.A.2)

PARCC (4.NBT.A.2)

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Professional Resources:
NCTM Essential Understanding Series
Common Core Progressions Documents - http://ime.math.arizona.edu/progressions/
TN Core http://tncore.org/math/instructional_resources.aspx
Illustrative Mathematics https://www.illustrativemathematics.org/blueprints