In this interactive activity, students will be led through steps to order whole numbers on a number line. There are teaching activities as well as practice activities available. The key concepts addressed include whole number, range, span, interval, and number line. A handout with the practice activities is available to print. The practice activities require students to read and write up to four-digit numbers and use the four operations to solve word problems involving intervals of time.

Content Standard(s):

Mathematics MA2019 (2019) Grade: 4

7. Read and write multi-digit whole numbers using standard form, word form, and expanded form.

Unpacked Content

Evidence Of Student Attainment:

Students:

When given a number in one form (base-ten numerals, words, expanded form), identify the number in another form.

Note: Expectations are limited to whole numbers less than or equal to 1,000,000.

Teacher Vocabulary:

Base-ten numerals

Expanded form

Expanded notation

Standard form

Word form

Place value

Thousands period

Ones period

Knowledge:

Students know:

the relationship among places in a number and place values.

Skills:

Students are able to:

Read numbers 1 to 1,000,000 based on place value understanding.

Write numbers using base-ten numerals.

Write numbers using expanded notation.

Write numbers in word form.

Understanding:

Students understand that:

The same quantity can be represented with mathematical models, words, and expanded form based on the place value of the digits.

The value of a digit in a multi-digit number depends on the place value position it holds.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.7.1: Compare two three-digit numbers based on meanings of the hundreds, tens, and ones digits using >, =, and < symbols to record the results of comparisons.
M.4.7.2: Read and write numbers to 1000 using base-ten numerals, number names, and expanded form.
M.4.7.3: Convert a number written in expanded notation to standard form.

Prior Knowledge Skills:

Define greater than, less than and equal to.

Compare two two-digit numbers based on meanings of the tens and ones digits, recording the results of comparisons with the symbols >, =, and <.

Arrange two-digit numbers in order from greatest to least or least to greatest.

Identify zero as a place holder in two-digit and three-digit numbers.

Model using >, =, and < symbols to record the results of comparisons of two two-digit numbers.

Select numbers on a number line that are more than, less than or equal to a specified number.

Match the words greater than, equal to and less than to the symbols >, =, and <.

Determine the value of the digits in the ones and tens place.

Identify sets with more, less or equal objects.

Fluently add and subtract within 100 using strategies based on place value, properties of operations, and/or the relationship between addition and subtraction.

Number & Operations in Base Ten.

Use place value understanding and properties of operations to add and subtract.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.4.6 Compare whole number values to 50 using symbols (e.g., <, >, =).

Mathematics MA2019 (2019) Grade: 4

8. Use place value understanding to compare two multi-digit numbers using >, =, and < symbols.

Unpacked Content

Evidence Of Student Attainment:

Students: When given numerical comparisons,

Identify comparison using <, >, and = symbols to record the results of comparison.

Use reasoning based on place value understanding to explain the comparison.

Note: Expectations are limited to whole numbers less than or equal to 1,000,000.

Teacher Vocabulary:

Place value

Compare

Multi-digit

Knowledge:

Students know:

the relationship among positions of digits in a number and place value.

Skills:

Students are able to:

Compare numbers using place value understanding.

Use <, >, or = symbols to record the comparison.

Understanding:

Students understand that:

place value strategies can be used for comparing and ordering numbers.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.8.1: Use place value understanding to round whole numbers to the nearest 10 or 100.
M.4.8.2: Model rounding whole numbers to the nearest 100.
M.4.8.3: Round whole numbers from 100 to 999 using whole numbers from 10 to 99.
M.4.8.4: Model rounding whole numbers to the nearest 10.
M.4.8.5: Round whole numbers from 10 to 99 using whole numbers from 1 to 9.
M.4.8.6: Round whole numbers from 1 to 9 and model to show proficiency.

Prior Knowledge Skills:

Define rounding.

Round whole numbers from 100 to 999 using whole numbers from 10 to 99.

Model rounding whole numbers to the nearest 100.

Round whole numbers from 10 to 99 using whole numbers from 1 to 9.

Model rounding whole numbers to the nearest 10.

Identify the steps in rounding two- and three-digit numbers.
Example: Identify the digit that may change and the number to the right.

Round whole numbers from 1 to 9 and model to show proficiency.

Understand that the two digits of a two-digit number represent amounts of tens and ones.

Match the number in the ones, tens, and hundreds position to a pictorial representation or manipulative of the value.

Mathematics MA2019 (2019) Grade: 4

22. Use the four operations to solve measurement word problems with distance, intervals of time, liquid volume, mass of objects, and money.

a. Solve measurement problems involving simple fractions or decimals.

b. Solve measurement problems that require expressing measurements given in a larger unit in terms of a smaller unit.

c. Represent measurement quantities using diagrams such as number line diagrams that feature a measurement scale.

Unpacked Content

Evidence Of Student Attainment:

Students: When given multistep word problems involving units of measure will,

Represent and solve world problems involving whole number measurements and require expressing measurements when given a larger unit in terms of a smaller unit.

Example: Given a picture frame which is 2 feet long and 8 inches wide, express the perimeter of the picture frame in inches.

Represent and solve word problems involving two measurements given in the same units, one a whole number measurement and the other a non-whole number measurement.

Example: Given a picture frame with dimensions 1/2 ft and 8 in, express the perimeter of the picture frame in inches.

Use visual representations to illustrate a measurement scale.

Note: Quantities are limited to expectations in grade 4 standards and operations will not include division of fractions or decimals.

Teacher Vocabulary:

Operations

Distance

Intervals of time

Liquid volume

Mass

Number line diagram

Measurement scale

Knowledge:

Students know:

Relative sizes of units within one system of measurement.

Strategies to solve word problems involving the four operations.

Measurement units in the same system are multiplicatively related.

Skills:

Students are able to:

Solve measurement word problems

Involving distance, intervals of time, liquid volume, mass, and money.

Involving measurement conversion of larger units to a smaller unit.

Involving simple fractions or decimals.

Using diagrams to represent measurement quantities and solutions.

Note: Quantities and operations are limited to grade 4 standard expectations.

Understanding:

Students understand that:

Relationships among units within a system of measurement are multiplicative comparisons.

The size of the unit of measurement and the number of units are inversely related.

Addition and subtraction of measurements require measurements in the same unit and that the common unit is maintained in the answer.

Diverse Learning Needs:

Essential Skills:

Learning Objectives: M.4.22.1: Define distance, time, elapsed time, volume, mass.
M.4.22.2: Determine elapsed time to the day with calendars and to the hour with a clock.
M.4.22.3: Express liquid volumes and masses of objects using standard units of grams, kilograms, and liters.
M.4.22.4: Use addition, subtraction, multiplication and division to solve one- and two-step word problems.
M.4.22.5: Recognize key terms to solve word problems.
M.4.22.6: Recall basic facts for addition, subtraction, multiplication, and division.
M.4.22.7: Identify monetary equivalents. Examples: four quarters equal one dollar, five one-dollar bills equals five dollars.

Prior Knowledge Skills:

Define liquid volume, mass, grams, kilograms, and liters.

Recognize how the standard units of measure compare to one another.

Identify key terms for word problems.
Examples: Difference, altogether, in all, between.

Express the length of an object as a whole number of length units by laying multiple copies of a shorter object (the length unit) end to end; understand that the length measurement of an object is the number of same-size length units that span it with no gaps or overlaps.

Recall basic addition, subtraction, multiplication, and division facts.

Describe measurable attributes of objects such as length or weight. Describe several measurable attributes of a single object.

Compare equivalent units of time using hours and minutes.
Examples: 60 minutes = one hour, 30 minutes = one half of an hour.

Recognize key vocabulary and/or phrases associated with time. Examples: Quarter 'til = 15 minutes before; half past the hour = 30 minutes after the hour M. 3.16.3: Compare the lengths of time to complete everyday activities. Examples: Brushing your teeth = about 2 minutes; riding the bus = about 20 minutes.

Alabama Alternate Achievement Standards

AAS Standard: M.AAS.4.22 Using vocalization, sign language, augmentative communication, or assistive technology, tell time on a digital and analog clock (to the hour, half-hour, quarter hour).
M.AAS.4.22a Measure mass, volume, or lengths of an object when given a measurement tool.
M.AAS.4.22b Using vocalization, sign language, augmentative communication, or assistive technology, identify and determine the value of penny, nickel, dime, and quarter.

Tags:

interval, multidigit, number line, operations, range, span, time, whole number