Topic+Three

= Topic Three: Place Value = Pacing (Duration of Unit): 1. Makes sense of problems and persevere in solving them. 2. Reason abstractly and quantitatively. 3. Construct viable arguments and critique the reasoning of others. 4. Model with mathematics. 5. **Use appropriate tools strategically.** 6. Attend to precision. 7. **Look for and make use of structure.** 8. Look for and express regularity in repeated reasoning. ||
 * ~ = Desired Results = ||
 * __**Transfer:**__
 * __**Established Goals:**__
 * 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.
 * 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.

__**Student "I Can" Statements**__ __**Pre-Requisite** **Standards:**__
 * I can recognize that in a multi-digit whole number, a digit in one place represents ten time what it represents in the place to the right.
 * I can read and write larger whole numbers using numerals, words, and in expanded form.
 * I can compare two larger number using symbols to show the comparison.
 * I can round large whole numbers to any place.
 * 3.NBT.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
 * 3.NBT.3: Multiply one-digit whole numbers by multiples of 10 in the range 10–90 (e.g., 9 ´ 80, 5 ´ 60) using strategies based on place value and properties of operations.
 * 4.OA.1: Interpret a multiplication equation as a comparison, e.g., interpret 35 = 5 ´ 7 as a statement that 35 is 5 times as many as 7 and 7 times as many as 5. Represent verbal statements of multiplicative comparisons as multiplication equations.
 * 4.OA.5: Generate a number or shape pattern that follows a given rule. Identify apparent features of the pattern that were not explicit in the rule itself. //For example, given the// //rule “Add 3” and the starting number 1, generate terms in the resulting// //sequence and observe that the terms appear to alternate between odd and even// //numbers. Explain informally why the numbers will continue to alternate in this// //way.// ||
 * __**Big Ideas:**__
 * The Base-Ten Numeration System: The base-ten numeration system is a scheme for recording numbers using digits 0-9, groups of ten, and place value.
 * Comparison and Relationships: Numbers, expressions, measures, and objects can be compared and related to other numbers, expressions, measures, and objects in different ways.
 * Estimation: Numbers can by approximated by numbers that are close.
 * Practices, Processes, and Proficiencies: Mathematics content and practices can be applied to solve problems. || __**Essential Questions:**__
 * How are greater numbers read and written?
 * How can whole numbers by compared and ordered? ||
 * __**Students will know...**__
 * Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value.
 * In a multi-digit whole number, a digit in one place represents ten times what it would represent in the place immediately to its right.
 * Place value can be used to compare and order numbers.
 * Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closet to a given number.
 * Some numbers can be solved by generating a list of outcomes and organizing that list in a systematic way so all outcomes are accounted for.

__**Vocabulary:**__ digits, place value, standard from, expanded form, word form, compare || __**Students will be skilled at...**__ || __**Other Evidence:**__ || 3-1: Our number system is based on groups of ten. Whenever we get 10 in one place value, we move to the next greater place value.
 * Reading and writing 3-digit and 4-digit numbers.
 * Learning how digits within a multi-digit whole number relate to each other by their place value.
 * Comparing whole numbers through hundred thousands.
 * Applying their knowledge of place value to compare and order numbers.
 * Showing how to use place value to round whole numbers.
 * Systematically finding and recording all possible outcomes for a situation. ||
 * ~ = Assessment Evidence = ||
 * __**Formative Assessments:**__
 * ~ = Learning Plan = ||
 * __**Learning Activities:**__

3-2:In a multi-digit whole number, a digit in one place represents ten times what it would represent in the place immediately to its right.

3-3: Place value can be used to compare and order numbers.

3-4: Place value can be used to compare and order numbers.

3-5: Rounding whole numbers is a process for finding the multiple of 10, 100, and so on closest to a given number..

3:6: Some problems can be solved by generating a list of outcomes and organizing that list is a systematic way so that al loutcome sare accounted for. ||
 * __**Resources:**__ ||
 * __Home-School Connection:__

__Centers:__ __[|Place Value Problems-4.NBT.1]__ __[|Place Value Chart-4.NBT.1]__ __[|Numeral, Word, and Expanded From-4.NBT.2]__ __[|Place Value Triangle-4.NBT.2]__ __[|Round to the Nearest Ten-4.NBT.3]__ __[|Round to the Nearest Hundred-4.NBT.3]__ ||  ||