ALEX Classroom Resource

Students:

• Will explain the relationship between the value of a digit in two successive place values.
• Will explain that a digit in one place value is 10 times greater than the same digit in the place value to its right.

Note: Expectations are limited to whole numbers less than or equal to 1,000,000.

Students know:

• that in a multi-digit whole number, a digit in one place represents ten times what it represents in the the place to its right.

Students are able to:

• Use models to explain how a digit in any place is ten times what the digit represents in the place to its right.
• Use reasoning to explain how a digit in any place is related to what the digit represents in the place to its right.

Students understand that:

• Each place value represents a different sized unit.
• When comparing the place values of digits in successive place values, the place value of the digit on the left is 10 times the place value of the digit on the right.

Learning Objectives:
M.4.6.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
M.4.6.2: Add and subtract within 1000 using strategies and algorithms based on place value, properties of operations, and/or the relationship between addition and subtraction.
M.4.6.3: 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.
M.4.6.4: Recall basic multiplication facts.
M.4.6.5: Recall that the three digits of a three-digit number represent amounts of hundreds, tens, and ones; e.g., 706 equals 7 hundreds, 0 tens, and 6 ones.
M.4.6.6: Recognize that the numbers 100, 200, 300, 400, 500, 600, 700, 800, 900 refer to one, two, three, four, five, six, seven, eight, or nine hundreds (and 0 tens and 0 ones).
M.4.6.7: Recognize that 100 can be thought of as a bundle of ten tens, called a "hundred".