Videos to help Grade 4 students learn to recognize a digit represents 10 times the value of what it represents in the place to its right.

Common Core Standards: 4.NBT.1, 4.NBT.2, 4.OA.1

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Lesson Plans and Worksheets for Grade 4

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Common Core For Grade 4

Download Worksheets for Common Core Math Grade 4, Module 1, Lesson 2 (Pdf)

Multiply single units by 10 to build the place value chart to 1 million. Divide to reverse the process.

- 10 x 1 one is 1 ten
- 10 x 1 ten is 1 hundred
- 10 x 1 hundred is 1 thousand
- 10 x 1 thousand is 1 ten thousand
- 10 x 1 ten thousand is 1 hundred thousand
- 10 x 1 hundred thousand is 1 million

Multiply multiple copies of one unit by 10

(e.g., 10 × 4 ten thousands).

1. Draw number disks and write a multiplication sentence to show the value of 10 times 4 ten thousands.

2. 10 times 4 ten thousands = 40 ten thousands = 4 hundred thousands.

3. Explain how you know this equation is true.

10 × 4 ten thousands = 40 ten thousands = 4 hundred thousands.

After having built the place value chart by multiplying by ten, quickly review the process simply moving from right to left on the place value chart, and then reversing and moving left to right.

Move right when multiply by ten and move left to divide by ten.

(e.g., 2 tens times 10 equals 2 hundreds times 10 equals 2 thousands divided by 10 equals 2 hundreds divided by 10 equals 2 tens.)

Divide multiple copies of one unit by 10:

2 thousands ÷ 10.

Solve in unit form:

2 thousands ÷ 10

Solve in unit form: 4 thousands ÷ 10

1) Use a place value chart. Represent 4 thousands on a place value chart and then change for smaller units so we can divide.

2) Change each thousand for 10 smaller units. 4 thousands can be changed to be 40 hundreds because 4 thousands and 40 hundreds are equal.

3) 4 thousands ÷ 10 is 4 hundreds because 4 thousands unbundled becomes 40 hundreds.

40 hundreds divided by 10 is 4 hundreds.

4) 4 thousands ÷ 10 = 40 hundreds ÷ 10 = 4 hundreds

Multiply and divide multiple copies of two different units by 10.

1. As you did during the lesson, label and represent the product or quotient drawing disks on the place value chart.

a. 10 × 2 thousands = _____ thousands = _____

c. 4 thousands ÷ 10 = _____ hundreds ÷ 10 = ______ 2. Fill in the blanks to complete each number sentence. Respond first in unit form, then in standard form.

3. Fill in the blanks to complete each number sentence. Respond first in unit form, then in standard form. 6. Jacob saved 2 thousand dollar bills, 4 hundred dollar bills, and 6 ten dollar bills to buy a car. The car costs 10 times as much as he has saved. How much does the car cost?

1. As you did during the lesson, label and represent the product or quotient drawing disks on the place value chart.

a. 10 × 4 thousands = ____ thousands = ____

b. 4 thousands ÷ 10 = ____ hundreds ÷ 10 = _____

2. Fill in the blanks to complete each number sentence. Respond first in unit form, then in standard form.

4. Emily collected $950 selling Girl Scout cookies all day Saturday. Emily’s troop collected 10 times as much as she did. How much money did Emily’s troop raise?

5. On Saturday, Emily made 10 times as much as on Monday. How much money did Emily collect on Monday?

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