4.NBT.A.2
*This standard is part of a major cluster
Standard:
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.
* Grade 4 expectations in this domain are limited to whole numbers less than or equal to 1,000,000.
Standard Unpacked:
This standard refers to various ways to write numbers. Students should
have flexibility with the different number forms. Traditional expanded
form is 285 = 200 + 80 + 5. Written form or number name is two
hundred eighty- five. However, students should have opportunities to
explore the idea that 285 could also be 28 tens plus 5 ones or 1
hundred, 18 tens, and 5 ones. In addition, they should make connections
to the value of each digit, and how it relates to those around it. This
progression of understanding how to read, write, and understand the
value of each digit, is critical when comparing numbers, and provides
the conceptual understanding beyond learning this standard
procedurally.
To read numerals between 1,000 and 1,000,000, students need to
understand the role of commas. Each sequence of three digits made by
commas is read as hundreds, tens, and ones, followed by the name of the
appropriate base-thousand unit (thousand, million, billion, trillion, etc.).
Thus, 457,000 is read “four hundred fifty seven thousand.” The same
methods students used for comparing and rounding numbers in
previous grades apply to these numbers, because of the uniformity of
the base-ten system. (Progressions for the CCSSM; Number and Operation
in Base Ten, CCSS Writing Team, April 2011, page 12)
Students should also be able to compare two multi-digit whole numbers
using appropriate symbols.
Questions to check for understanding and increase rigor:
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Using the digits 2, 9, and 4, create three different numbers and then order them
greatest to least.
Can you think of three numbers larger than 496? Justify your answer.
When comparing and ordering numbers, explain the process you use to compare
or order numbers. Explain WHY you use this process.
When ordering the following numbers, what are three different numbers that
could go in the blank? 45, 68, 80, ___, 113, 134
Enoch and Jasmine are comparing numbers. Enoch has 92 and Jasmine has 108.
Enoch thinks that you need to start at the left when comparing numbers. He thinks
that his number is bigger because it starts with a 9 and Jasmine’s number starts
with a 1. Jasmine argues that her number is larger because she has more digits in
her number. Who is correct and why? Use what you know about place value and
the value of digits in explaining your answer.
Juan and Renaldo each have a 4-digit number that contains the digits 3, 7, 1, and
5. Juan’s number is larger. What could Juan and Renaldo’s numbers be? What are
two other numbers they could be?