1. Module 1 Lesson 12 Place Value, Rounding, and Algorithms for Addition and Subtraction
Topic d: Multi-digit whole number addition
4.oa.3, 4.nbt.4, 4.nbt.1, 4 nbt.2
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2. Topic: Multi-Digit Whole Number Addition
Lesson 12
Topic: Multi-Digit Whole Number Addition
Objective: Solve multi-step word problems using the standard addition algorithm modeled with tape diagrams and assess the reasonableness of answers using rounding
I can do this!

3. Round to Different Place Values
Lesson 12
Round to Different Place Values
726,354
Say the number.
What digit is in the hundred thousands place?
What’s the value of the digit 7?
On your personal white boards, round the number to the nearest hundred thousand.
6 minutes

4. Round to Different Place Values
Lesson 12
Round to Different Place Values
726,354
Say the number.
What digit is in the ten thousands place?
What’s the value of the digit 2?
On your personal white boards, round the number to the nearest ten thousand.
6 minutes

5. Round to Different Place Values
Lesson 12
Round to Different Place Values
726,354
Say the number.
What digit is in the thousands place?
What’s the value of the digit 6?
On your personal white boards, round the number to the nearest thousand.
6 minutes

6. Round to Different Place Values
Lesson 12
Round to Different Place Values
726,354
Say the number.
What digit is in the hundreds place?
What’s the value of the digit 3?
On your personal white boards, round the number to the nearest hundred.
6 minutes

7. Round to Different Place Values
Lesson 12
Round to Different Place Values
726,354
Say the number.
What digit is in the tens place?
What’s the value of the digit 5?
On your personal white boards, round the number to the nearest ten.
6 minutes

8. Round to Different Place Values
Lesson 12
Round to Different Place Values
496,517
Say the number.
What digit is in the hundred thousands place?
What’s the value of the digit 4?
On your personal white boards, round the number to the nearest hundred thousand.
6 minutes

9. Round to Different Place Values
Lesson 12
Round to Different Place Values
496,517
Say the number.
What digit is in the ten thousands place?
What’s the value of the digit 9?
On your personal white boards, round the number to the nearest ten thousand.
6 minutes

10. Round to Different Place Values
Lesson 12
Round to Different Place Values
496,517
Say the number.
What digit is in the thousands place?
What’s the value of the digit 6?
On your personal white boards, round the number to the nearest thousand.
6 minutes

11. Round to Different Place Values
Lesson 12
Round to Different Place Values
496,517
Say the number.
What digit is in the hundreds place?
What’s the value of the digit 5?
On your personal white boards, round the number to the nearest hundred.
6 minutes

12. Round to Different Place Values
Lesson 12
Round to Different Place Values
496,517
Say the number.
What digit is in the tens place?
What’s the value of the digit 1?
On your personal white boards, round the number to the nearest ten.
6 minutes

13. Lesson 12
Application Problem
5 Minutes
$154,694
The basketball team raised a total of $154,694 in September and $29,987 more in October than in September. How much money did they raise in October? Draw a tape diagram and write your answer in a complete sentence.
$29,987
Sept.
Oct. m
$154,694
+$ 29,987
The team raised $184,681 in October.

14. Solve a multi-step word problem using a tape diagram.
The city flower shop sold 14,594 pink roses on Valentine’s Day. They sold 7,857 more red roses than pink roses. How many pink and red roses did the city flower shop sell altogether on Valentine’s Day? Use a tape diagram to show your work.
14,594
Pink R
Red
14,594
7,857
Read the problem with me. What information do we know?
To model this, let’s draw one bar to represent the pink roses.
First,solve to find how many red roses were sold.
What does the bottom bar represent?
Now we need to find the total number of roses sold. How do we solve for R?
Solve with me. What does R equal?
Let’s write a statement of the answer.
Do we know how many red roses were sold?
A second bar can represent the number of red roses sold.
What is the problem asking us to find?
We can draw a bracket to the side of both bars. Let’s label it R for pink and red roses.
The city flower shop sold 37,045 pink and red roses on Valentine’s Day.

15. people who bought bus tickets over the weekend.
Lesson 12
Problem 2
Solve a two-step word problem using a tape diagram an assess the reasonableness of the answer.
There were
17,295
On Saturday, 32,736 more bus tickets were sold than on Sunday. On Sunday, only 17,295 tickets were sold. How many people bought bus tickets over the weekend? Use a tape diagram to show your work. 6 7 ,3 2 6 .
Sunday B
Tell your partner what information we know.
Let’s draw a bar for Sunday’s ticket sales and label it.
Saturday
How can we represent Saturday’s ticket sales?
We can draw a bar the same length as Sunday’s and extend it further for 32,736 more tickets.
people who bought bus tickets over the weekend.
17,295
32,736
What does the problem ask us to solve for?
With your partner, finish drawing a tape diagram to model this problem. Use B to represent the total number of tickets bought over the weekend.
Before we solve, estimate to get a general sense of what our answer will be. Round each number to the nearest ten thousand.
Now solve with your partner to find the actual number of tickets sold over the weekend.
Now let’s look back at the estimate we got earlier and compare with our actual answer. Is 67,326 close to 70,000?
Our answer is reasonable. Write a statement of the answer.

16. Problem 3
Solve a multi-step word problem using a tape diagram and assess reasonableness.
Lesson 12
Last year, Big Bill’s Department Store sold many pairs of shoes: 118,214 pairs of boots were sold; 37,092 more pairs of sandals than pairs of boots were sold; and 124,417 more pairs of sneakers than pairs of boots were sold. How many pairs of shoes were sold last year?
Discuss with your partner the information we have and the unknown information we want to find.
With your partner, draw a tape diagram to model this problem. How do you solve for P?
118,214
37,092
Boots P
Sandals
Round each addend to get an estimated answer, calculate precisely, and compare to see if your answer is reasonable.
Sneakers
124,417

17. Problem Set
(10 Minutes)

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29. Student Debrief Lesson 12
We should test to see if our answers are reasonable. Did anyone catch a mistake because they tested their answers to see if they were reasonable?
When might you need to use an estimate in real life?
Let’s check the reasonableness of our answer in the Application Problem.
Half of you will round to the nearest hundred thousand. The rest will round to the nearest ten thousand.
Rounding to the ten thousands brings our estimate closer to the actual answer.
When we round to the nearest hundred thousand, the estimate is nearly 60,000 less than the actual answer.
Let’s think about the margin of error that occurs in estimating answers. How does this relate to the place value to which you round?
Problem 1:
How would your estimate be affected if you rounded all the numbers to the nearest hundred?
What are the next steps if your estimate is not near the actual answer? Consider the example we discussed earlier where the problem was solved incorrectly, but because there was an estimated answer, we knew our answer was not reasonable.
Lesson 12
9 minutes

30. Exit Ticket
Lesson 12

31. Homework!!

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