4-DIGIT NUMBERS

Learning objectives Prior knowledge

Students will be able: • 3-digit numbers
• to read and write 4-digit numbers using place values. • place value—ones,
tens, hundreds
• to express 4-digit numbers in expanded form.
• to compare two 4-digit numbers and say which is greater/smaller.
• to form greatest and smallest numbers with given digits, with and
without repetition.

4-Digit Numbers

Counting
4-digit numbers
in thousands

• Ordering of
• Place value
Forming 4-digit Smallest and largest numbers
—arranging
numbers 4-digit numbers
4-digit numerals
in the place Forming greatest and
Numbers on the value chart
abacus smallest numbers
• Face value

• Expanded Successor and

form predecessor

Guidelines to teach
Rewind:
• Use the Rewind exercise in the course book to review 3-digit numbers and
the concepts related to them.

Warm Up:
• Use the context in the Warm Up section to introduce 4-digit numbers.

4-digit numbers:
• Ask students to count in hundreds starting from 100. When they reach 900, ask them the
number they will get by adding 100 to 900. Tell them that this number is one thousand
written as 1000. (If students say 10 hundred, tell them that we have a name for 10 hundred,
which is thousand.)

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• Tell them that 1000 is the smallest 4-digit number.
• Instruct them to count in hundreds starting from 100 again. This time, let them count the
hundreds on their fingers as they move from 100 to 1000. So, they will have counted 10
hundreds when they reach thousand. Tell students that 10 hundreds make 1 thousand.

Counting in thousands
• Represent 1 thousand as , 2 thousands as , 3 thousands as and so on.

Forming 4-digit numbers:

• Represent 4-digit numbers using , , and .
• Give students adequate practice in representing 4-digit numbers using , , and .
Refer the activity given in the course book.
• To teach the number names of 4-digit numbers:
• Give a 3-digit number for students to read. For example, 375—three hundred seventy-
five
• Add a digit to this number. For example, 6375
• Ask students to read the new number. (six thousand three hundred seventy-five)
• You may follow the same procedure to make them read different 4-digit numbers. Ask
students to practise writing the number names for the numbers given and numbers for the
number names given.
• Ask students to complete the Tryout on numbers and number names.

Numbers on the abacus:

• Show a few 4-digit numbers on an actual abacus.
• Ask students to show a few 4-digit numbers on the abacus before attempting the Tryout on
paper. Refer the activity in the course book.

Smallest and largest 4-digit numbers:

• Review the smallest and the largest 1-, 2- and 3-digit numbers. Help students to study the
pattern of these numbers and form the smallest and largest 4-digit numbers.
• Ask students to complete the Tryout given in the course book.

Place value:
• Introduce the place value chart for 4-digit numbers.
• Use the course book to explain how the place value of a digit varies in different places.
• Explain how the same set of 4 digits can be used to form different 4-digit numbers.

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 1. Extension activity to show the formation of different 4-digit
numbers using the same set of 4 digits:
• Divide the class into four groups.
• Write four different digits on the board. For example, 6, 8, 9 and 5.
• Draw four boxes on the board for each of the four digits.
• Assign one digit to each group and ask them to make 4-digit numbers with that digit
in the thousands place.
• Ask them to use the three remaining digits in the hundreds, tens and ones place in
different ways or combinations to form different numbers. For example, the group
that has been assigned the number 6 will form the numbers 6895, 6859, 6985, 6958,
6598 and 6589.
• Ask the groups that have been assigned the numbers 8, 9 and 5 to follow this method
to form their numbers.
• Ask one student from each group to write the numbers in the respective boxes on the
board.
• Help students conclude that four digits can be used in different combinations to form
different 4-digit numbers.

Face value:
• Explain the meaning of the term face value.
• Explain how place value and face value are different from each other. (Place value of a digit
is the value a digit gets from its place in the place value chart and its face value is the value
of the digit itself.)
• Write a 4-digit number on the board. Ask students to say both the face value and the place
value of all the digits in the number.

Expanded form:
• Review the expanded form of 2- and 3-digit numbers (write the place value of all the digits
with the plus sign between two digits)
• Extend the concept to write 4-digit numbers in the expanded form.
• Give a set of four digits to students and ask them to form different numbers using them. Ask
them to write these numbers in the expanded form and compare them.
• Guide students to do the Activity to form numbers using place value cards.
• Give them adequate practice in writing the expanded form and the short form of 4-digit
numbers before attempting the Tryout.

Ordering of numbers:
• To teach comparison of two numbers to identify the greater number, use numbers that have

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 • different digits in the thousands place, the hundreds place, the tens place and the ones
place.
For example, 4678 and 3521
• the same digits in the thousands place, but different digits in the hundreds place, the tens
place and the ones place. For example, 4678 and 4521
• the same digits in the thousands place and hundreds place, but different digits in the tens
and the ones place. For example, 4678 and 4621
• the same digits in the thousands place, the hundreds place and the tens place but
different digits
in the ones place. For example, 4678 and 4671
• Explain the solved examples in the Guided Learning section on comparing 4-digit numbers.
• Give students adequate practice to compare numbers using the ‘>’ and ‘<’ symbols and to
arrange the numbers in decreasing/descending and increasing/ascending order and ask
them to complete the Tryout.

Forming the greatest and the smallest numbers:

• Use the activities given in the course book to explain the formation of the greatest and the
smallest numbers with a set of four or less than four digits.
• Explain the solved examples in the Guided Learning section to form the greatest and the
smallest 4-digit number.

Successor and predecessor:

• Use the course book to explain the concept of successor and predecessor.
• Ask students to attempt the Tryout on successor and predecessor of a number.
• Do the Activity on number game given in the course book before attempting the Tryout on
real-life applications.

2. Extension activity for successor and predecessor:

• Divide the class into groups of three.
• Call one group to the front of the class and make the students stand one after the other in
a single row.
• Ask the student standing in the middle to say a number. Ask the student standing before
this student to say the number’s predecessor and the student standing after, to say the
number’s successor.
• Repeat the activity for all the groups using different numbers.

More suggestions for extension activities:

• Discuss where we are likely to come across 4-digit numbers and ask students to
make a list of such instances. (Hint: Shopping bills, apartment numbers,
the admission register of your school and so on.)

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• Ask each student to choose a 4-digit number and make a poster to show the number in as
many different ways as they can – for example, as numerals and in words, using the place
value kit, on an abacus, in another language and so on.
• 3. Activity:
• Let a student say a 4-digit number aloud.
• Ask 3 students to say the next 5 numbers by counting forward in tens, hundreds and
thousands respectively.
• 4. Activity (Forming 4-digit numbers):
• Use objects that are available in the class for this game. For example, mathematics course
books, school diaries, pencils of the same colour and size and pieces of white chalk of the
same size.
• Place a few of each of the above items on a table. The number of items of each type
should not exceed nine.
• Assign each type of item a value. For example, mathematics course books—thousands,
school diaries—hundreds, pencils —tens, pieces of white chalk—ones.
• Ask each student to make one 4-digit number by choosing any number of course books,
diaries, pencils and pieces of white chalk from the table.
• Instruct the student to say the number aloud. Ask the rest of the class to say whether the
student is right or wrong.

Question Bank

Answer the given questions. (c) Three thousand sixty-two

(I) Thousand, Building Numbers beyond (d) One thousand seven hundred
1000 (e) Two thousand two hundred
(1) Write the number names twenty-two
(a) 2671 (f) Eight thousand two
(b) 9028 (II) Face value and place value
(c) 7802 (3) Write the place value and face value
of the underlined digit.
(d) 4589
Face value Place value
(e) 1123
(a) 4397
(f) 7896
(b) 9110
(2) Write the numbers
(c) 1328
(a) Five thousand six hundred
(d) 7267
forty-nine
(e) 2805
(b) Three thousand four hundred
twenty (f) 6859

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(III) Expanded form (c) 6789 6301 6565 6882
(4) Write in the expanded form ………… ………… ………… …………
(in figures).
(8) Fill in the blanks with <, > or =
(a) 4381 = 9254
(a) 4529
(b) 1768 = (b) 807 807
(c) 7015 = (c) 5278 5086
(d) 9356 = (d) 7238 3329
(e) 3612 = (e) 6891 6981
(f) 5945 = (f) 9898 9898
(5) Write the number. (V) Forming greatest and
(a) 8000 + 400 + 20 + 1 = smallest numbers
(b) 1000 + 200 + 90 + 9 = (9) Use the given digits to make the
smallest and the greatest 4-digit
(c) 6000 + 600 + 60 + 6 =
numbers.
(d) 5000 + 900 + 10 =
(a) 2, 9, 8, 4
(e) 7000 + 0 + 40 + 2 =
(b) 1, 0, 9, 5
(f) 3000 + 100 + 50 + 7 =
(c) 3, 6, 5, 8
(IV) Comparing numbers
(d) 7, 4, 6, 5
(6) Arrange in ascending order.
(e) 3, 8, 1, 0
(a) 3789 5210 1349 9257
(f) 6, 2, 3, 5
………… ………… ………… …………
(10) Fill in the blanks.
(b) 7270 4983 6800 2198
Predecessor Number Between Successor
………… ………… ………… …………
(a) 5390 _______ 5392
(c) 5108 5563 5201 5749
(b) _______ 1234 _______
………… ………… ………… …………
(c) 9500 _______ _______
(7) Arrange in descending order.
(d) _______ 7957 _______
(a) 7010 4291 6002 9327
(e) 6743 6744 _______
………… ………… ………… …………
(f) 2020 _______ 2022
(b) 2187 8320 5536 4264
………… ………… ………… …………

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Answer Key to the Question Bank

(I) (1) (a) two thousand six hundred seventy-one (b) nine thousand twenty-eight (c) seven
thousand eight hundred two (d) four thousand five hundred eighty-nine (e) one
thousand one hundred twenty-three (f) seven thousand eight hundred ninety-six
(2) (a) 5649 (b) 3420 (c) 3062 (d) 1700 (e) 2222 (f) 8002
(II) (3) (a) 3, 300 (b) 0, 0 (c) 1, 1000 (d) 6, 60 (e) 2, 2000 (f) 9, 9
(III) (4) (a) 4000 + 300 + 80 + 1 (b) 1000 + 700 + 60 + 8 (c) 7000 + 0 + 10 + 5
(d) 9000 + 300 + 50 + 6 (e) 3000 + 600 + 10 + 2 (f) 5000 + 900 + 40 + 5
(5) (a) 8421 (b) 1299 (c) 6666 (d) 5910 (e) 7042 (f) 3157
(IV) (6) (a) 1349, 3789, 5210, 9257 (b) 2198, 4983, 6800, 7270 (c) 5108, 5201, 5563, 5749
(7) (a) 9327, 7010, 6002, 4291 (b) 8320, 5536, 4264, 2187 (c) 6882, 6789, 6565, 6301
(8) (a) < (b) = (c) > (d) > (e) < (f) =
(V) (9) (a) 9842, 2489 (b) 9510, 1059 (c) 8653, 3568 (d) 7654, 4567 (e) 8310, 1038
(f) 6532, 2356
(10) (a) 5391 (b) 1233, 1235 (c) 9501, 9502 (d) 7956, 7958 (e) 6745 (f) 2021

Answer Key—4-Digit Numbers Worksheet 1

A. 1. 2689 2. 5011 B. 1. Place value: 5 tens or 50 Face value is 5 2. 2789 > 1890
3. 3104; Three thousand one hundred four 4. 4 thousands + 8 hundreds + 9 tens + 1 one
5. Ascending order: 4176–4764–4783–5768–5936 Descending order: 5936–5768–4783–
4764–4176 6. `1419 7. Damu’s rice field

Answer Key—4-Digit Numbers Worksheet 2

A. 1. 667 < 676 2. 9566 B. 1. 8976 = 8000 + 900 + 70 + 6; 8 thousands + 9 hundreds +

7 tens + 6 ones 2. 7039 = 7000 + 30 + 9; 7 thousands + 0 hundreds + 3 tens + 9 ones
3. 2009 = 2000 + 9; 2 thousands + 0 hundreds + 0 tens + 9 ones
C. 1. 9872–9287–8297–2897 2. 8560–8506–8056–5680 3. 9281–9218–– 8219–1289
D. 1. Smallest: 3069 Greatest: 9630 2. Smallest: 1246 Greatest: 6421
3. Smallest: 3059 Greatest: 9530 E. 1. `3500; No 2. Veena

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 4-DIGIT NUMBERS Worksheet 1
A. Fill in the blanks.
1. The smallest four digit number formed from the digits 6, 2, 8
and 9 is .
2. 1 less than 5012 is .
B. Answer the questions.
1. Write the place value and the face value of the underlined digit.
3654 Place value Face value
2. Compare the numbers. Put the symbols =, > or < in the box.
2789 1890
3. Write the number and the number name.

4. Write in the expanded form.

4891 = Th + H+ T+ O=

5. Arrange in ascending and descending order.

4783 5768 4176 5936 4764
Ascending order
Descending order

6. Rakesh buys a watch for `1420. Manoj buys a watch that is `1 less
than Rakesh’s watch. What is the cost of Rakesh’s watch?
7. Damu’s rice field yields 2345 kg of rice. Jayanth’s rice field yields
2145 kg of rice. Whose rice field yields more rice?

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4-DIGIT NUMBERS Worksheet 2
A. Choose the correct answers from the brackets and fill in the blanks.
1. 667 676 (<, >)
2. The number for nine thousand five hundred sixty-six is
(9056, 9566)
B. Write the expanded form in words and figures.
1. 8976

2. 7039

3. 2009

C. Arrange in descending order.
1. 8297, 9287, 2897, 9872
2. 5680, 8056, 8506, 8560
3. 9281, 8219, 1289, 9218
D. Use the digits to make the smallest and the greatest 4-digit number.
1. 3, 6, 0, 9
2. 2, 1, 4, 6
3. 3, 9, 0, 5
E. Solve.
1. Zain wants to buy a hard disk that 2. Veena works for 1390
costs `3756. His mother gives him hours in a year. Her
3000 rupees and his father gives him friend Imran works for
5 hundred rupees note. How much 1300 hours in the same
does he have in all? Does he have period. Who works
enough money to buy the hard disk? more?