TEXAS

Grade 4, Module 1

Core Focus
Reading, writing, picturing, comparing, and ordering six-digit numbers
Rounding numbers to estimate
Investigating number patterns (using tables and word rules to describe patterns)

Numbers in Base -10

Number sense strategies from previous grades extend to six-digit numbers.
Students learn to read, write, picture, compare, and order these larger numbers Ideas for Home
using familiar and new models.
Talk informally with your child
Large numbers are read in groups of three digits (starting from the left). about number comparisons
Use of the numeral expander in all these lessons help children make sense of during everyday activities,
reading and ordering large numbers. such as grocery shopping
(prices), travel (distances on
1.1
Reading and Writing Six-Digit Numbers a map, road atlas, or car
Step In
(without Teens and Zeros)
odometer), or car listings in
Imagine you start at 90,000 and skip count by 1,000. What numbers would you say?
the newspaper or online.
What number would you say after 99,000?
Thousands Ones
Write 100,000 in this place-value chart.
H T O H T O Ask your child to read
What do you notice about each group numbers aloud, e.g. the
of three places?
number of hits on a favorite
Look at the number on this abacus.
website or low scores on a
How do you know where to write the digits video game. Follow up by
on this expander?
asking whether the number
H T O H T O
is closer to 50,000 or
Thousands Ones 100,000 and why.
In this lesson,How
students use
do you read thea numeral
first expander
three digits to read and write six-digit numbers.
of the number?
Compare large numbers
An abacus isHow do you read the whole number?
used to represent these numbers.
and ask your child to explain
Step Up 1. Draw extra beads on the abacus to match the number
on the expander.
why one number is larger or
1.6
a. Step In Working with Place Value
b. smaller than another.

What number is shown on this abacus?

Glossary
How does the value change if the bead is moved
to the rods on either side?
H T O
Thousands
H T O
Ones
H T O
Thousands
H T O
Ones
A numeral expander
H T O H T O
Thousands Ones
shows how each position
ORIGO Education.

2 6 4 5 2 3 4 3 7 2 4 5
The value is 10 times if moved one rod to the . in a number represents a
The value is 10 times if moved one rod to the .
8 ORIGO Stepping Stones Texas Grade 4 designated place value.
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What does this chart show?

Thousands Ones 6 2 9 5 4
H T O H T O
1,000 is 10 times more
than 100, or 100 times
more than 10. What
An abacus is a counting
else do you notice?
10 10 10 10 10 frame that shows place value.
Each bead is the equivalent
In this lesson, students consider the role of place value to write six-digit numbers. of 1 base-10 value, depending
ORIGO Education.

They use an abacus model and place-value chart to assist in creating new numbers.
on the place. E.g. this model
emphasizes that
3 ten-thousands
is the same as
3 10,000, etc. TTh Th H T Ones
1
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 TEXAS
Grade
Grade 4,
4, Module
Module #1

Students build on the skills developed in earlier grades to compare

Ideas for Home
four- and ve-digit numbers using greater than (>) or less than (<) symbols that
were introduced in Grade 1. Use toothpicks or pennies
to create a pattern that
The number line helps students compare and order large numbers by placing
grows from one picture to
them in relationship to each other. When rounding numbers, students visualize
the next and ask what the
where numbers are actually located on a number line to understand the concept
next two will look like. Ask
of rounding instead of focusing on rounding rules.
your child to create a pattern
Tens, hundreds, and thousands are important benchmarks in our number system. for you to predict.
Knowing where other numbers are in relation to these benchmarks on a number
Use bathroom or kitchen
line makes rounding and comparing more concrete.
tiles to make patterns. Notice
1.7
the numbers that grow with
Step In Comparing and Ordering Six-Digit Numbers the pattern and predict how
These tables show the approximate populations of ten cities.
many tiles will make up
City Population City Population picture 10.
Billings, MT 104,1 70 Lansing, MI 11 4,297
Cary, NC 135,234 McKinney, TX 131 ,1 1 7 Picture 1 Picture 2 Picture 3 Picture 4

Everett, WA 103,01 9 Palm Bay, FL 103,1 90

Fargo, ND 105,549 Springeld, MA 153,060
Green Bay, WI 104,057 Sunnyvale, CA 140,081

How can you gure out which city has the greatest population? +3 +3 +3
Which city has the least population?

Does Springeld or McKinney have the greater population? 4 7 10 13

How could you use this number line to help you decide?

100,000 200,000 Glossary

Which cities have populations that are greater than 120,000? When compared on a
How can you gure it out? What helps you decide?
number line, numbers that
I looked at the digit in the ten thousands place. are greater than (>) are
positioned at a greater
In this lesson, students use a number line to compare, order, and round distance from 0 on the
six digit
Stepnumbers.
Up 1. Write the population of each city. Then write < or > to complete
each sentence. You can use the number line to help your thinking. number line, and numbers
Algebraic Thinkinga. Sunnyvale Lansing b. Billings Fargo that are less than (<) are
Exploration and description of number patterns using pictures, tables, number closer to zero.
c. Everett Palm Bay d. McKinney Cary
sentences, and word rules are important for preparing for future work with number
ORIGO Education.

patterns and equations in the study of algebra. 0 10 20 30 40

20 ORIGO Stepping Stones Texas Grade 4
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1
1.1
Step In Working with Number Patterns 30 > 20 and 20 < 30 are both
true because 30 is farther
Awan drew a simple pattern.
away from 0 than 20 on the
How many circles will he draw next?
How do you know? number line.
Awan made a table to show the pattern.

Picture (Input) 1 2 3 4 5 6

Number of Circles (Output) 3 6 9

Complete the table. I could write:

What equation can you write to Picture x 3 = Circles
describe the relationship between or
the position of the picture and the Px3=C
number of circles?
ORIGO Education.

Nicole created this number pattern. 20 40 60 80 100 120

She then used the number
pattern to create this table. Position (Input) 1 2 3 4 5 6

Value (Output) 20 40 60 80 100 120

What equation can you write to describe

In thisthe
lesson, students
relationship write
between the an of
position equation
to describe the relationship
the number in the sequence and its value?
between the position of the number in the sequence and its value. 2
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Step Up 1. a. Write this number pattern into the table.