Topic b: comparing multi-digit whole numbers 4.nbt.2 Module 1 Lesson 6 Place Value, Rounding, and Algorithms for Addition and Subtraction Topic b: comparing multi-digit whole numbers 4.nbt.2 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.

Topic: Comparing Multi-Digit Whole Numbers Lesson 6 Topic: Comparing Multi-Digit Whole Numbers Objective: Find 1, 10, and 100 thousand more and less than a given number.

Skip Counting Fluency Count by threes. Lesson 6 Skip Counting Fluency 3 Minutes Count by threes. Now count by 3 ten thousands. Stop counting and raise your hand when you see me raise my hand. You will then say the number in standard form.

Rename the Units 54,783 54 783 5 83 47 Say the number. Lesson 6 Rename the Units 5 Minutes for 2 slides 54,783 Say the number. How many thousands are in 54,783? On your whiteboards, fill in the following sentence: 54,783 = ________ thousands _________ ones How many ten thousands are in 54, 783? 54,783 = ________ ten thousands _____ hundreds _______ ones 54 783 5 83 47

Rename the Units 234,673 234 673 23 46 73 Say the number. Lesson 6 Rename the Units 5 Minutes for 2 slides 234,673 Say the number. How many thousands are in 234,673? On your whiteboards, fill in the following sentence: 234,673 = ________ thousands _________ ones How many ten thousands are in 234,673? 234,673 = ________ ten thousands _____ hundreds _______ ones 234 673 23 46 73

Compare Numbers You did it!!! Lesson 6 4 minutes 2231,005 83,872 2231,005 83,872 25.409 5 ten thousands 4 hundreds 9 ones 6 thousands 4 hundred 9 tens 64,900 28 hundred thousands 7 thousands 8 hundreds 2 tens 807,820

Lesson 6 Application Problem 5 Minutes Use the digits 5,6,8,2,4 and 1 to create two six-digit numbers. Be sure to use each of the digits within both numbers. Express the numbers in word form and use a comparison sign to show their relationship. Example: 586,241 412,685 Five hundred eighty-six thousand, two hundred forty-one < four hundred twelve thousand, six hundred eighty-five

Lesson 6 Concept Development 33 Minutes Materials: Base ten disks: ones, tens, hundreds, and thousands; personal white boards

Find 1 thousand more and 1 thousand less Lesson 6 Problem 1 Find 1 thousand more and 1 thousand less How many thousands do you count? What number is one thousand more? 10,000 1000 100 10 1 1 1000 Model this number with disks: 3 thousand 112 ones Write this number in its expanded and standard form. 3,000 + 100 + 10 + 2 3,112 Draw one more unit of one thousand. 1000 1000 4 / 1 3 ,1 1 2 Show one less unit of 1 thousand. What number do we have now? What unit is 1 thousand more than 3,112? What number would be 1 thousand less than 3,112? Add a ten thousands disk. What number do we have now?

Problem 1b Show 19,112. What is 1 thousand less? Lesson 6 Problem 1b 10,000 1000 100 10 1 1 Show 19,112. What is 1 thousand less? 1 thousand more than 19,112? Did the largest unit change? Discuss with your partner. 1000 1000 1000 1000 1000 1000 1000 1000 1000

Problem 1b Show 199,465. What is 1 thousand less? Lesson 6 Problem 1b Show 199,465. What is 1 thousand less? 1 thousand more than 199,465? Did the largest unit change? Discuss with your partner. 100,000 10,000 1000 100 10 1 10,000 1000 100 10 1 10,000 1000 100 10 1 10,000 1000 100 10 1 10,000 1000 10 10,000 10 1000 10,000 1000 10,000 1000 10,000 1000 10,000

Find 10 thousand more and 10 thousand less. Problem 2 Find 10 thousand more and 10 thousand less. Lesson 6 Use numbers and disks to model 2 ten thousands 3 thousands. Read and write the expanded form. 10,000 1000 10,000 1000 1000 2 3 ,0 20,000 + 3,000 = 23,000

Find 10 thousand more and 10 thousand less. Problem 2 Find 10 thousand more and 10 thousand less. Lesson 6 What number is 10 thousand more than 2 ten thousands 3 thousands? Draw, read, and write the expanded form. 10,000 1000 10,000 1000 10,000 1000 3 3 ,0 30,000 + 3,000 = 33,000

Find 10 thousand more and 10 thousand less. Problem 2 Find 10 thousand more and 10 thousand less. Lesson 6 Now think about 100,000 + 30,000 + 4,000.Use disks and numbers to model the sum. What number is 10 thousand more than 134,000? Say your answer as an addition sentence. 10,000 + 134,000 is 144,000. 100,000 10,000 1000 10,000 1000 10,000 1000 10,000 1000

Find 10 thousand more and 10 thousand less. Problem 2 Find 10 thousand more and 10 thousand less. Lesson 6 Now consider 25,130 – 10,000. What number is 10 thousand less than 25,130? Work with your partner to use numbers and disks to model the difference. 10,000 1000 100 10 10,000 1000 10 1000 10 1000 1000

Find 10 thousand more and 10 thousand less. Problem 2 Find 10 thousand more and 10 thousand less. Lesson 6 Write and whisper to your partner an equation in unit form to verify your answer. 10,000 1000 100 10 10,000 1000 10 1000 10 1000 1000 2 ten thousands 5 thousands 1 hundred 3 tens minus 1 ten thousand is 1 ten thousand 5 thousands 1 hundred 3 tens.

Find 100 thousand more and 100 thousand less Lesson 6 Problem 3 Find 100 thousand more and 100 thousand less 200,352 Lets consider 200,352 Work with your partner to find the number that is 100 thousand more than 200,352. Write an equation to verify your answer.

Find 100 thousand more and 100 thousand less Problem 3 Find 100 thousand more and 100 thousand less Lesson 6 545,000 445,000 345,000 Examine 545,000 and 445,000 and 345,000. Read these three numbers to your partner. Predict the next number in my pattern and explain your reasoning.

Find 100 thousand more and 100 thousand less Problem 3 Find 100 thousand more and 100 thousand less Lesson 6 545,000 445,000 345,000 I notice the hundred thousand units decreasing: 5 hundred thousands, 4 hundred thousands, 3 hundred thousands. I predict the next number will have 2 hundred thousands. I notice the other units do not change. So, the next number will be 2 hundred thousands 4 ten thousands 5 thousands. I predict the next number will be 245,000. I notice the numbers decrease by 100,000. 345,000 minus 100,000 is 245,000.

Problem Set (10 Minutes) Lesson 6

Student Debrief Lesson 6 When drawing number disks in the Problem Set, how did you show that a number was added or that a number was taken away? If you used symbols, which symbols did you use? Look at Problem 2 In the Problem Set. How did you solve it? Compare your method to your partner’s. How else could you model the problem? Why were Problems 3(e) and 3(f) more challenging than the rest? How did you use your place value knowledge to solve? Look at Problem 4. What strategy did you use to complete the pattern? How many ways can we model to solve? Which way is best? Why do you think so? Compare Problem 3 and Problem 4? Which was easier to solve? Why? How does your understanding of place value help you add or subtract 1,000, 10,000 and 100,000? What place value patterns have we discovered? 11 minutes Objective: Find 1, 10, and 100 thousand more and less than a given number.

Lesson 6 Exit Ticket

Lesson 6 Homework!!