Overview
In this module students extend their work with whole numbers. They begin with large number using familiar units (hundreds and thousands) and develop their understanding of millions by building knowledge of the pattern of times ten in the place value chart.
The place value chart is fundamental to Topic A. Building upon their previous knowledge of bundling, students learn that 10 hundreds can be composed into 1 thousand, and therefore, 30 hundreds can be composed into 3 thousands.
Similarly, multiplying by 10 ( x 10) shifts digits one place to the left, and dividing by 10 shifts digits one place to the right.
300 x 10 = 3,000 3000 / 10 = 300_
In Topic B, Students use place value as a basis for comparing whole numbers. Although this is not a new concept, it becomes more complex as the numbers become larger. For example, it becomes clear that 34, 156 is 3 thousands greater than 31,156.
34,156 > 31,156
Comparison leads into rounding, where skill with isolating units is applied. Topic C, students lear to round to any place value including word problems where students apply rounding to real life situations.
In Topics D and E, students focus on single like - unit calculations. Throughout these topics, students apply their algorithmic knowledge to solve word problems. Students also use a variable to represent the unknown quantity.
Multi-step word problems are found in Topic F. Tape diagrams are used throughout the topic to model additive compare problems. Example shown below:
A goat produces 5,212 gallons of milk a year.
A cow produces 17,279 gallons of milk a year.
How much more mild does a goat need to produce to make the same amount of milk as a cow?
The place value chart is fundamental to Topic A. Building upon their previous knowledge of bundling, students learn that 10 hundreds can be composed into 1 thousand, and therefore, 30 hundreds can be composed into 3 thousands.
Similarly, multiplying by 10 ( x 10) shifts digits one place to the left, and dividing by 10 shifts digits one place to the right.
300 x 10 = 3,000 3000 / 10 = 300_
In Topic B, Students use place value as a basis for comparing whole numbers. Although this is not a new concept, it becomes more complex as the numbers become larger. For example, it becomes clear that 34, 156 is 3 thousands greater than 31,156.
34,156 > 31,156
Comparison leads into rounding, where skill with isolating units is applied. Topic C, students lear to round to any place value including word problems where students apply rounding to real life situations.
In Topics D and E, students focus on single like - unit calculations. Throughout these topics, students apply their algorithmic knowledge to solve word problems. Students also use a variable to represent the unknown quantity.
Multi-step word problems are found in Topic F. Tape diagrams are used throughout the topic to model additive compare problems. Example shown below:
A goat produces 5,212 gallons of milk a year.
A cow produces 17,279 gallons of milk a year.
How much more mild does a goat need to produce to make the same amount of milk as a cow?
17,279 - 5,212 _________
A goat needs to produce ______ more gallons of milk a year.
A goat needs to produce ______ more gallons of milk a year.
*The Mid-Module Assessment follow Topic C. *The End-of-Module Assessment follow Topic F.
Overview of Module 1 Video
Vocabulary Terms
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