Mathematics Unit 1: Place Value and Addition and Subtraction of Multi-digit Numbers
September 16–October 7, 2013
Inquiry Question:
What would change if we used a base-8 number system? What would our numbers look like?
Essential Learning Goals:
- Read and write multi-digit whole numbers using base-ten numerals, number names, and expanded form. Compare two multi-digit numbers based on place value meaning using >, <, and = symbols. (ELG.MA.4.NN1)
- Fluently add and subtract multi-digit whole numbers using the standard algorithm. (ELG.MA.4.OC1)
Concepts:
Patterning, representing tables, rules identification, addition, subtraction, place value, equivalent forms, comparison
Academic Vocabulary: Right-click on vocabulary to look it up in the dictionary.
Compare, generate, identify, recognize, represent, efficient, addition, subtraction, larger, smaller, greater than, less than, equal to, precision, patterns, tables
Technical Vocabulary: Right-click on vocabulary to look it up in the dictionary.
Place value, multi-digit, whole number, expanded form, standard algorithm, digit, equivalent forms, magnitude, number names, equivalent names
Technology:
Function Machine: http://nlvm.usu.edu/en/nav/frames_asid_191_g_3_t_1.html?from=search.html?qt=line%20segments (explore concept of functions by putting values into the machine and observing its output)
Common Misconceptions:
- Students tend to have several misconceptions about writing numerals from verbal descriptions. Numbers such as one thousand do not cause a problem; however, a number such as one thousand two causes problems. Many students understand the 1000 and the 2 but rather than placing the 2 in the ones place, students write numbers as they hear them, or 10002 (ten thousand two). Use multiple strategies, such as place value boxes, to help with this concept.
- Students assume the first digit of multi-digit numbers indicates the “greatness” of numbers. They assume that 954 is greater than 1,002 because they focus on the first digit rather than the numbers as a whole.