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Module 1 Lesson 10 Place Value, Rounding, and Algorithms for Addition and Subtraction

Module 1 Lesson 10 Place Value, Rounding, and Algorithms for Addition and Subtraction. Topic C: Rounding multi-digit whole numbers 4.nbt.3. This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins. The material on which it is based is the intellectual property of Engage NY.

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Module 1 Lesson 10 Place Value, Rounding, and Algorithms for Addition and Subtraction

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  1. Module 1 Lesson 10Place Value, Rounding, and Algorithms for Addition and Subtraction Topic C: Rounding multi-digit whole numbers 4.nbt.3 This PowerPoint was developed by Beth Wagenaar and Katie E. Perkins. The material on which it is based is the intellectual property of Engage NY.

  2. Lesson 10 Topic: Multi-Digit Whole Number Addition • Objective: Use place value understanding to round multi-digit numbers to any place value using real world applications.

  3. Fluency Practice – Sprint A Lesson 10 Get set! Take your mark! Think!

  4. Fluency Practice – Sprint B Lesson 10 Get set! Take your mark! Think!

  5. Multiply by Ten(3 minutes) Lesson 10 Say the multiplication sentence. On your boards, fill in the blank. 10 x 10 = ________ _____ten x 10 = 100 ____ ten x _____ ten = 100 ____ ten x _____ ten = _____ hundred.

  6. Multiply by Ten(3 minutes) Lesson 10 Say the multiplication sentence. On your boards, fill in the blank. 10 x 50 = ________ _____ten x 50 = 500 ____ ten x _____ tens = 500 ____ ten x _____ tens = _____ hundreds.

  7. Multiply by Ten(3 minutes) Lesson 10 Say the multiplication sentence. On your boards, fill in the blank. 10 x 80 = ___ hundreds _____ten x 80 = 800 ____ ten x _____ tens = 800 ____ ten x _____ tens = _____ hundreds.

  8. Multiply by Ten(3 minutes) Lesson 10 Say the multiplication sentence. On your boards, fill in the blank. 10 x ____ = 600 1 ten x ___tens = 600 ____ ten x _____ tens = 600 ____ ten x _____ tens = _____ hundreds.

  9. Multiply by Ten(3 minutes) Lesson 10 Say the multiplication sentence. On your boards, fill in the blank. 3 tens x 1 ten = ___ hundreds ____ x ___tens = 300 ____ x _____ = 300 ____ x _____ = _____ hundreds.

  10. Lesson 10 Application Problem 6 Minutes The post office sold 204,789 stamps last week and 93,061 stamps this week. About how many more stamps did the post office sell last week than this week? Explain how you got your answer.

  11. Lesson 10 Application Problem 6 Minutes

  12. Lesson 10 Concept Development 35 Minutes Materials: Personal white boards

  13. Lesson 10 Problem 1 • Write 935,292 ≈ ____________. Read it to your partner and round to the nearest hundred thousand. • It is 900,000 when we round to the largest unit. • What’s the next largest unit we might round to? • Round to the ten thousands. • Round to the thousands. • What changes about the numbers when rounding to the smaller and smaller units? Discuss with your partner. 935,292 ≈ 900,000 935,292 ≈ 940,000 935,292 ≈ 935,000

  14. Lesson 10 Problem 1 continued Determine the best estimate to solve an application problem. How can you determine the best estimate in a situation? In the year 2012, there were 935,292 visitors to the White House. Now, use this information to predict the number of White House maps needed for visitors in 2013. Discuss with your partner how you made your estimate. In the 2011, there were 998,250 visitors to the white House. Discuss with your partner how this data may change your estimate.

  15. Lesson 10 Problem 2 Choose the unit of rounding to solve an application problem. 2,837 students attend Lincoln Elementary school. Discuss with your partner how you would estimate the number of chairs needed in the school. What can you conclude? Compare the effect of rounding to the largest unit in this problem and Problem 1.

  16. Problem Set (10 Minutes)

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  23. Student Debrief Lesson 10 • In Problem 3 why didn’t rounding to the nearest hundred work? Would rounding to the nearest thousand have worked better? What does this show you about rounding? • When estimating, how do you choose to which unit you will round? Would it have been more difficult to solve Problem 5 if you rounded both numbers to the hundreds? Why or why not? • Notice, in Problem 5, that 65,000 rounded to 70,000 and that 7,460 rounded to 7,000. What is the relationship between 7,000 and 70,000. How does this relationship make it easier to determine the number of trips? • In Problem 1, how do your estimates compare? • How do you choose a best estimate? What is the advantage of rounding to smaller and larger units? • Why might you round up, even though the numbers tell you to round down? 12 minutes Objective: Use place value understanding to round multi-digit numbers to any place value using real world applications.

  24. Lesson 10 Exit Ticket

  25. Homework!!

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