| Code |
Description |
| MA.4.NSO.1.1: | Express how the value of a digit in a multi-digit whole number changes if the digit moves one place to the left or right. |
| MA.4.NSO.1.2: | Read and write multi-digit whole numbers from 0 to 1,000,000 using standard form, expanded form and word form. |
| MA.4.NSO.1.3: | Plot, order and compare multi-digit whole numbers up to 1,000,000.Clarifications:
Clarification 1: When comparing numbers, instruction includes using an appropriately scaled number line and using place values of the hundred thousands, ten thousands, thousands, hundreds, tens and ones digits.
Clarification 2: Scaled number lines must be provided and can be a representation of any range of numbers. Clarification 3: Within this benchmark, the expectation is to use symbols (<, > or =).
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| MA.4.NSO.1.4: | Round whole numbers from 0 to 10,000 to the nearest 10, 100 or 1,000. |
| MA.4.NSO.1.5: | Plot, order and compare decimals up to the hundredths.Clarifications:
Clarification 1: When comparing numbers, instruction includes using an appropriately scaled number line and using place values of the ones, tenths and hundredths digits.
Clarification 2: Within the benchmark, the expectation is to explain the reasoning for the comparison and use symbols (<, > or =). Clarification 3: Scaled number lines must be provided and can be a representation of any range of numbers. |
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This cluster includes the following access points.
Vetted resources educators can use to teach the concepts and skills in this topic.
| Name |
Description |
| Using Models to Compare Decimals: | Students are asked to compare decimals by drawing a visual model and record the comparison using the less than, greater than, or equal to symbol. |
| Comparing Decimals in Context: | Students are asked to compare two pairs of decimals in the context of word problems and to record a comparison using an inequality symbol. |
| Comparing Four Tenths: | Students are asked to consider two grids with different sized wholes and determine if both models show four-tenths. |
| Compare Decimals: | Students are asked to compare four pairs of decimals using the less than, greater than, or equal to symbols. |
| Comparing Amounts of Baseball Cards: | Students are asked to compare the value of the digit three in 35 baseball cards to the value of the digit three in 350 baseball cards. |
| Base Ten Place Value: | Students are given opportunities to explain the relationship between place value and the power of ten in multiplying and dividing. |
| Dylan’s Baseball Card Collection: | Students are asked to find  of 500 and are assessed on the use of their knowledge of the base-ten number system. |
| Reading Greater Numbers: | Students are asked to read aloud several numbers that are greater than one thousand. |
| Rounding Numbers: | Students are asked to round four numbers to different places and explain their reasoning. |
| Numbers In Expanded Form: | Students are asked to write numbers in both standard form (as base ten numerals) and expanded form. |
| Collections: | Students are asked to compare two numbers in the context of a word problem and write an inequality statement showing the relationship between the numbers. |
| Writing Number Names to a Million: | Students will write the number name (word form) of a number when given the base-ten numeral (standard form). |
| Seven Hundred Seventy Seven: | Students are asked to consider the number 777 and how each of the digits in the number are related. |
| Family Vacations: | Students are given three-digit numbers in the context of a word problem and are asked to tell how much greater the digit in the tens place is than the digit in the ones place. |
| Using Word and Expanded Form: | Students compare two numbers, one given in word form and the other given in expanded form. |
| Rounding to the Thousands Place: | Students are asked to round four numbers to the thousands place and explain their reasoning |
| Name |
Description |
| Population Parity Lesson 3: | Students will find the sum of the populations of the counties in two congressional districts in Florida to determine why population is important when considering representation in the districts. Students will practice estimating sums to check their addition by rounding numbers to the nearest 1,000 in this integrated math lesson. |
| Population Parity Lesson 2: | Students will plot the populations of Florida counties within two congressional districts in ascending order on a number line in this civics integrated math lesson. |
| Order in the School Zone: | Students will learn about school zones, calculate enrollment for a school that is “overcrowded”, and discuss ideas for rezoning to balance enrollments by looking at vacancies in other schools in this integrated lesson plan. |
| Population Parity: | In this integrated lesson plan, students will engage in discussion about a representative government in Florida. They will compare the Florida county map and the Florida Congressional map to predict the fairness of representation and consider why the representation in the district map doesn't match the Congressional map. They will investigate this question by comparing the population size in the counties of each district. |
| 10X Bigger!: | In this lesson students will move from constructing concrete models of what happens to a number when you multiply the number by 10 into drawing their own pictorial representations of the same process with numbers up to 1,000. They will develop an understanding of the rule 'a digit in one place represents ten times what it represents in the place to its right' and apply this rule to a variety of situations. |
| Round Me!: | This lesson uses benchmark numbers to help students round to the nearest 10, 100, 1000. This lesson incorporates visuals and the use of the number line in order to help students better understand the concept. Students play a game that reinforces the standard. |
| What's My Value?: | This lesson will allow students to deepen their knowledge in place value. The teacher will use modeling, guided math groups, and independent practice to help students understand that the digit in one place represents ten times what it represents in the place to its right. Students will use base 10 blocks to build numbers and make general observations about the values of numbers. Students will also draw and label models, to make understanding concrete. In groups of 4-5, students will work together and discuss (using discussion questions) to deepen their knowledge on the topic. |
| Terrific Tim’s Ten Tiny Toes: | Students will learn how a digit in one place represents ten times what it represents in the place to its right. Students will model and solve real-world problems on their own and with their friends using word problems, snacks, and their friends' toes! |
| My Digit is Bigger than Your Digit! Comparing Multi-digit Numbers: | In this lesson, the students will explore place value using manipulatives to help them compare multi-digit numbers in the context of the book A Million Dots by Andrew Clements. |
| Planet Hoppers, Inc: A Space Suit Design Company: | Students are asked to evaluate several space suit designs and select the best design based on given data. Students work in collaborative groups to develop a procedure for selecting the best design and share their ideas with the rest of the class. A twist is introduced and the groups are challenged to test the validity of their procedure.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Slither Not in the Everglades! Python MEA: | This MEA will ask students to work in teams to help their client, The Florida Fish and Wildlife Conservation Commission, to decide which Burmese python traps manufacturing company to buy traps from. The traps will be placed along the Florida Keys and the Everglades to help prevent the growth of invasive Burmese Python population. The students will implement their knowledge of how plants, animals, and humans impact the environment, use mathematical and analytical problem-solving strategies, and be able report their finding in an organized, descriptive manner. |
| Cell Phone Inquiry: | Students will determine what cell phone would be the best phone for their teacher to purchase for science class. Factors to consider are price, touch screen, camera, voice command, weight and display size. Students will need to compare decimals to determine how to order and rank the phone brands.
Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Comparing and Ordering Decimals: | In this cooperative learning activity, students will have five sets of decimal cards to sort and put in order - least to greatest. The lesson starts with a short whole group activity and then breaks off in to structured groups. The teacher is free to interact with each of the groups and monitor progress, participation, and understanding. |
| The Street Where Place Value Lives: | Students will apply their place value knowledge to connect place value to the millions by relating it to their communities. Students can discuss and write about place value, using their connections. |
| Oh Where, Oh Where, Should I Put You?: | This highly engaging game is played after the unit on place value has been taught. It is designed to allow the student to think about the placement of a number before writing it down, in order to write the largest and/or smallest number. |
| Cookies and Treats: | Fourth graders will help Cookies and Treats find cost-effective and eco-friendly packaging for its cookies. Students will organize data and compare prices using decimal notation in order to develop a procedure for choosing packaging for cookies. Students will use multiplication and division of whole numbers to plan for how many packages to order. Model Eliciting Activities, MEAs, are open-ended, interdisciplinary problem-solving activities that are meant to reveal students’ thinking about the concepts embedded in realistic situations. Click here to learn more about MEAs and how they can transform your classroom. |
| Just Hanging A-Round: | In this lesson, students will demonstrate knowledge of rounding up to the 10,000 place value with the aid of a number line. |
Vetted resources students can use to learn the concepts and skills in this topic.
| Title |
Description |
| Rounding Larger Numbers with Endangered Animals: | Learn how to round larger whole numbers to any place value while exploring endangered species in this interactive tutorial.
Note: this tutorial exceeds clarification limits and is meant as enrichment for students who met the standards to increase problem-solving skills. |
| Return to Deciland: Locating Decimals on a Number Line: | Learn how to locate decimals on a number line and compare decimals to save the Decis from a wizard's spell in this interactive tutorial. |
| Who's Top Dog, Now? Comparing Numbers: | Learn how to compare numbers using the greater than and less than symbols in this interactive tutorial that compares some pretty cool things! |
| Candy Engineer: Place Value: | Read and write multi-digit whole numbers using base-ten numerals and number names using the Base 10 place value system in this interactive tutorial.
Note: this tutorial exceeds the number limits of the benchmark. |
| Candy Sales Are Booming! Expanded Notation: | Learn how to write numbers using place value in different forms like standard, word, and expanded notation in this interactive tutorial. |
| The Treasure of Aryabhata: Place Value Comparison: | Help solve mysteries built on patterns of ten to discover the treasure of our number system in this interactive student tutorial. |
Vetted resources caregivers can use to help students learn the concepts and skills in this topic.
