Overview
In this Grade 4 Module 1, 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.
