Standard

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.

Student language:

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

Explanation

About the Math, Learning Targets, and Rigor

This standard calls for students to extend their understanding of place value related to multiplying and dividing by multiples of 10. In this standard, students should reason about the magnitude of digits in a number. Students should be given opportunities to reason and analyze the relationships of numbers that they are working with.

• How is the 2 in the number 582 similar to and different from the 2 in the number 528?
• Investigate the product of 10 and any number, then justify why the number now has a 0 at the end. (7 × 10 = 70 because 70 represents 7 tens and no ones, 10 × 35 = 350 because the 3 in 350 represents 3 hundreds, which is 10 times as much as 3 tens, and the 5 represents 5 tens, which is 10 times as much as 5 ones.) While students can easily see the pattern of adding a 0 at the end of a number when multiplying by 10, they need to be able to justify why this works.

Resources

Videos

• Khan Academy (scroll to find 4.NBT.1, click on a skill, find videos on left side in each skill)
• Learn Zillion
  • Videos
• Virtual Nerd

EngageNY Lessons

• Module 1, Topic A, Lesson 2: Recognize a digit represents 10 times the value of what it represents in the place to its right.

Extra Practice

• North Carolina Tasks
• Illustrative Math Tasks
• Howard County Tasks
  • Click on 4th grade at bottom, then 4.NBT.1
• Common Core Sheets

Released Assessment Questions

PARCC

Common Core State Standards

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.

Performance Indicators: 4.NBT.1 & 4.NBT.Int.1

Level 5: Exceeds Expectations

• In any multi-digit whole number, recognizes a digit in one place represents 10 times as much as it represents in the place to its right.
• Reads, writes and compares multi-digit whole numbers using base-10 numerals, number names in expanded form and inequality symbols (>, <, =), rounds to any place and chooses appropriate context given a rounded number.
• Performs computations by applying conceptual understanding of place value, rather than by applying multi-digit algorithms.

Level 4: Meets Expectations

• In any four-digit whole number, recognizes a digit in one place represents 10 times as much as it represents in the place to its right.
• Reads, writes and compares four-digit whole numbers using base-10 numerals, number names in expanded form and inequality symbols (>, <, =), and rounds to any place.

Integrated Standards

4.NBT.Int.1

Perform computations by applying conceptual understanding of place value, rather than by applying multi-digit algorithms.

• Tasks do not have a context.

Critiquing/Reasoning Standards

4.C.3

Reason about the place value system itself. (Content Scope: Knowledge and skills articulated in 4.NBT.A)

• Tasks have “thin context” or no context.

Performance Indicators: 4.C.3

Level 5: Exceeds Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a complete written response based on explanations/reasoning using the:

• properties of operations
• relationship between addition and subtraction
• relationship between multiplication and division
• identification of arithmetic patterns

Response may include:

• a logical/defensible approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• an efficient and logical progression of steps with appropriate justification
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• evaluation of whether an argument or conclusion is generalizable
• evaluating, interpreting and critiquing the validity of other’s responses, reasonings, and approaches, utilizing mathematical connections (when appropriate). Provides a counterexample where applicable.

Level 4: Meets Expectations

In connection with the content knowledge, skills, and abilities described in Sub-claim A, the student clearly constructs and communicates a complete written response based on explanations/reasoning using the:

• properties of operations
• relationship between addition and subtraction
• relationship between multiplication and division
• identification of arithmetic patterns Response may include:
• a logical/defensible approach based on a conjecture and/or stated assumptions, utilizing mathematical connections (when appropriate)
• a logical progression of steps
• precision of calculation
• correct use of grade-level vocabulary, symbols and labels
• justification of a conclusion
• evaluation of whether an argument or conclusion is generalizable
• evaluating, interpreting and critiquing the validity of other’s responses, reasonings, and approaches, utilizing mathematical connections (when appropriate).

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