Topic A Multiplicative patterns on theplace value chart STANDARD - 5.NBT.1, 5.NBT.2, 5.MD.1.
Module 1 Lesson 3 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic a Place...
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Transcript of Module 1 Lesson 3 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic a Place...
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Module 1 Lesson 3Place Value, Rounding, and Algorithms for Addition and
SubtractionTopic a Place Value of multi-digit whole numbers
4.nbt.1 4 nbt.2 4.oa.1
This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins.The material on which it is based is the intellectual property of Engage NY.
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Topic: Place Value of Multi-Digit Whole Numbers
•Objective: I can name numbers within 1 million by building understanding of the place value chart and placement of commas for naming base thousands units.
Lesson 3
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Fluency Practice
– Sprint A
Think!
Take your
mark!
Get set!
Lesson 3
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Fluency Practice
– Sprint B
Think!
Take your
mark!
Get set!
Lesson 3
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Place Value Fluency3 Minutes
Millions Hundred thousands
Ten thousands
Thousands Hundreds Tens Ones
1, 4 6 8, 3 5 7
• Say the place value of the 5.• Say the value of 5 tens.
• Say the place value of the 4.• Say the value of 4 hundred thousands.
• Say the place value of the 8.• Say the value of 8 thousands.
• Say the place value of the 6.• Say the value of 6 ten thousands.
Lesson 3
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Base Ten Units2 Minutes
• 2 tens = _______• 3 tens = _______• 9 tens = _______• 10 tens = ______• 11 tens = ______• 12 tens = ______• 19 tens = ______
• 30 tens = ______• 40 tens = ______• 80 tens = ______• 84 tens = ______• 7 tens = ______• 20 tens = ______• 79 tens = ______
Lesson 3
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Application Problem5 Minutes
The school library has 10,600 books. The town library has 10 times as many books.How many books does the town library have?
Hundred thousands
Ten thousands
Thousands Hundreds Tens Ones
Lesson 3
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Concept Development 35 Minutes
Materials: Personal white boards with million-place value chart outline template
In the last lesson we extended the place value chart to 1 million. Take a minute to label the place value heading on your place value chart.
OneMillion
Hundred thousands
Ten thousands
OneThousand
Hundreds Tens Ones
Lesson 3
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Partner TalkTalk with your partner about similarities and differences you
see in those heading names.
Lesson 3
“ I notice ____”
“The place value
headings are alike
because___”
“The place value
headings are not alike
because___”
“The pattern I notice is
_______”
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Beginning with the thousands, we start naming new place value units by how many one thousands, ten thousands,
and hundred thousands we have.What do you think the next unit might be called after 1
million?
Ten million Hundred millionWhat do you think
the next unit might be called
after ten million?
Talk with your partner about what the next two place value units should be.
Lesson 3
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Problem 1
3608430325
You’ve noticed a pattern: ones, tens and hundreds; one thousands, ten thousands, and hundred thousands; one millions, ten millions, and hundred millions; and so on. We use commas to indicate this grouping of units, taken 3 at a time. For example ten billion would be written: 10,000,000,000.
Billions Hundred Millions
Ten Millions
One Millions
Hundred Thousands
Ten Thousands
OneThousands
Hundreds Tens Ones
3, 6 0 8, 4 3 0, 3 2 5
Lesson 3
Record this number in your place value chart and place the commas to show our groupings
of units.
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Billions Hundred Millions
Ten Millions
One Millions
Hundred Thousands
Ten Thousands
OneThousands
Hundreds Tens Ones
3, 6 0 8, 4 3 0, 3 2 5How many
millions are in this number?
How many thousands are in this number?
Using what you know about our pattern in naming units, talk with your partner about
how to name this number.
Lesson 3
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Problem 2
• What would happen if we combined 2 groups of 5 hundred? With your partner draw number disks to solve. Use the largest unit possible to express your answer.
• Now, solve for 5 thousands plus 5 thousands. Bundle in order to express your answer using the largest unit possible.
Millions Hundred thousands
Ten thousands
Thousands Hundreds Tens Ones
Lesson 3
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Problem 2 Continued
• Solve for 4 ten thousands plus 6 ten thousands. Express your answer using the largest unit possible.
Continue renaming problems, showing regrouping as necessary. 3 hundred thousands + 7 hundred thousands 23 thousands + 4 ten thousands 43 ten thousands + 11 thousands
Millions Hundred thousands
Ten thousands
Thousands Hundreds Tens Ones
Lesson 3
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Problem 3Millions Hundred
thousandsTen
thousandsThousands Hundreds Tens Ones
• On your place value chart, model 5 hundreds and 3 tens with number disks. What is ten times 5 hundreds 3 tens?
• Model 5 thousands 3 hundreds with numbers on the place value chart. Check your partner’s work and remind him of the comma’s role in this number.
With your partner solve this problem and write your answer in standard form. 10 X 1 ten thousand 5 thousands 3 hundreds 2 ones = ______
Lesson 3
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Problem Set
10 Minutes
Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Student Debrief
7 minutes
Lesson Objective: Name numbers within 1 million by
building understanding of the place value chart and
placement of commas for naming base thousand units.
• In Problem 1, how did you know where to place commas within a number?
• Read aloud the numbers in Problems 1(d) and 1(e) with your partner. What role do the commas have as you read across the number?
• How do place value understanding and the role of commas help you to read the value in the millions period that is represented by the number of millions, ten millions, and hundred millions?
• What did you discover as you solved Problem 3? How did part (a) help you to solve part (b)?
• How did you use the place value chart to help you compare unlike units in Problem 5?
• When might it be useful to omit commas?
Lesson 3
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Exit TicketLesson 3
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HomeworkLesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3
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Lesson 3