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Recognize that in a multi-digit whole number, a digit in one place represents ten times what it represents in the place to its right. For example, recognize that 700 ÷ 70 = 10 by applying concepts of place value and division.
Standard #: MAFS.4.NBT.1.1Archived Standard
Standard Information
General Information
Subject Area: Mathematics
Grade: 4
Domain-Subdomain: Number and Operations in Base Ten
Cluster: Level 1: Recall
Cluster: Generalize place value understanding for multi-digit whole numbers. (Major Cluster) -

Clusters should not be sorted from Major to Supporting and then taught in that order. To do so would strip the coherence of the mathematical ideas and miss the opportunity to enhance the major work of the grade with the supporting clusters.
Date Adopted or Revised: 02/14
Content Complexity Rating: Level 1: Recall - More Information
Date of Last Rating: 02/14
Status: State Board Approved - Archived
Assessed: Yes
Related Courses
Related Resources
Formative Assessments
  • 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.
  • 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.
Lesson Plans
  • 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.
  • 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!
  • The Right Rental # In this MEA students will have to find the right rental for a client as they use their knowledge of numbers and some reasoning. Students will read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. 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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
Original Student Tutorial
Tutorial
STEM Lessons - Model Eliciting Activity
  • The Right Rental # In this MEA students will have to find the right rental for a client as they use their knowledge of numbers and some reasoning. Students will read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. 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. MEAs resemble engineering problems and encourage students to create solutions in the form of mathematical and scientific models. Students work in teams to apply their knowledge of science and mathematics to solve an open-ended problem, while considering constraints and tradeoffs. Students integrate their ELA skills into MEAs as they are asked to clearly document their thought process. MEAs follow a problem-based, student centered approach to learning, where students are encouraged to grapple with the problem while the teacher acts as a facilitator. To learn more about MEA’s visit: https://www.cpalms.org/cpalms/mea.aspx
MFAS Formative Assessments
  • Base Ten Place Value # Students are given opportunities to explain the relationship between place value and the power of ten in multiplying and dividing.
  • 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.
  • 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.
  • Seven Hundred Seventy Seven # Students are asked to consider the number 777 and how each of the digits in the number are related.
Original Student Tutorials Mathematics - Grades K-5
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