1.

1 Place Value and Patterns

? Essential Question How can you describe the relationship between
two place-value positions?

Texas Essential
Knowledge and Skills
Number and Operations4.2.A interpret the
value of each place-value position as 10 times the position to
the right and as one-tenth of the value of the place to its left
Mathematical Processes
4.1.D Communicate mathematical ideas and reasoning
How can you describe the
4.1.F Analyze mathematical relationships
relationship bet ween t wo 4.1.G Display, explain, and justify mathematical ideas and
place-value positions? arguments

Are You Ready?

Access Prior Knowledge
Use the Are You Ready? 1.1 in the
Assessment Guide to assess students
understanding of the prerequisite skills
for this lesson.

Vocabulary
Lesson Opener Go to Multimedia eGlossary at
Making Connections thinkcentral.com
Invite students to tell you what they know about place value.
Materials
How many tens are in 100? (10) How many hundreds are in 1,000? (10) How many tens
base-ten blocks
are in 500? (50)

Using the Digital Lesson

You can use the digital lesson opener as a whole-class activity. You may wish to model
the stated problem with students using base-ten blocks or a place-value chart. Students
will have the opportunity to return to the opening scenario and answer the question in
the first Daily Assessment Task.

Learning Task
Direct students to think about how to compare the number of jumps that Farley and Resources
Spidey make to move the same distance.
If Spidey takes 10 jumps to every one of Farleys, then moving the number of For the student For the teacher
Farleys jumps one place-value to the left will give you the number of Spideys
Interactive Digital Management
jumps. Student Edition Center organizes program
Use a place-value chart or a number line to illustrate this property. provides students resources by TEKS!
with an interactive learning
Reverse the problem: If it takes Farley __
10
1as many jumps as Spidey, how many jumps
environment! eTeacher
will Farley take if Spidey takes 400? Edition
Math on the Spot
Literacy and Mathematics Video Tutor Online Assessment
System
Have students restate the problem to be solved in their own words and suggest how
iTools Virtual
they can go about solving it.
Manipulatives
Have students use base-ten blocks or number lines to make models that represent the
Soar to Success Math
numbers in the problem. Have them explain their models to a partner. Online Intervention

Lesson 1.1 5A
 CorrectionKey=A

Name

1.1
Number and
Operations4.2.A

Place Value and Patterns MATHEMATICAL PROCESSES

4.1.D, 4.1.F, 4.1.G

Investigate
Hands

?
On
Essential Question
How can you describe the relationship between two
place-value positions?
Review with students the value of each type of base-
ten block and the relationship from one type to the Hands
Investigate
Investigate On
next.
Materials base-ten blocks
Ask the following questions to help students fill in
the blanks for Part A. You can use base-ten blocks to understand the
relationships among place-value positions. Use a large cube
How many of the small cubes would it take to for 1,000, a flat for 100, a long for 10, and a small cube for 1.
make 1 long? 10
Number 1,000 100 10 1
How many of the longs would it take to make
1 flat? 10 Model

How many of the flats would it take to make

large small
1 large cube? 10 Description
cube
flat long
cube

Ten is how many times greater than 1? 10 times Complete the comparisons below to describe the
greater relationship from one place-value position to the
next place-value position.
For Part B, students should recognize that each
A. Look at the long and compare it to the small cube.
base-ten block is __ 1of the base-ten block to its left.
10
If students are having difficulty understanding The long is _
10 times as much as the small cube.

__
10
1, then point out that __
1of is the same as dividing
10
Look at the flat and compare it to the long.
by 10. The flat is _
10 times as much as the long.

Look at the large cube and compare it to the flat.

The large cube is _
10 times as much as the flat.
Math Talk
Math Talk Mathematical Processes Mathematical Processes
B. Look at the flat and compare it to the large cube.
Use Math Talk to focus on students understanding 1
__ How many times as much is
The flat is _
10 of the large cube. the flat compared to
of the relationship between two place-value the small cube? the large
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positions. Look at the long and compare it to the flat. cube to the small cube?
1
__ Explain.
The long is _
10 of the flat.

Look at the small cube and compare it to the long. 100; 1,000; Possible explanation:
1 There are 100 small cubes in the
__
The small cube is _
10 of the long. flat and 1,000 small cubes in the
large cube.
Module 1 5

4_MTXESE061774_M01L01 5 11/9/12 11:03 AM

English Language Learners ELL Language Support Visual / Auditory

Small Group
Leveled Activities ELPS
ELPS 1.B.1, 4.F.3, 4.F.10
Beginning: Activity 37 2.D.1, 2.I.3, 2.I.5
Intermediate: Activity 23 2.I.4, 2.I.5, 3.F.1 Strategy: Model Language
Materials: Place-Value Charts (see eTeacher Resources)
Advanced: Activity 41 4.F.3, 4.F.8
Advanced High: Activity 6 2.I.5, 3.G.2, 4.G.2 Model language to teach pronunciation.
Go to thinkcentral.com for the ELL Activity Draw a place-value chart on the board. Have students follow along on
Guide containing these leveled activities. their own chart.
Point to each place-value column and read aloud its heading. Have
students repeat.
Write 23,556 in the chart. Ask students to write the number in their
chart as well. Read the number out loud and have students repeat.
Continue with other numbers through the hundred thousands.

5 Module 1
 Make
Make Connections
Connections
You can use your understanding of place-value patterns and a
place-value chart to write numbers that are 10 times as much as
or __
1
10 of any given number.
Make Connections
Guide students to use the place-value chart to find
Hundred Ten One
Thousands Thousands Thousands
Hundreds Tens Ones numbers that are 10 times as much as or __
10
1 of the

3 0 0 original numbers.
? 300 ? For the number 10, how many more zeros are
10 times 1 of __
3,000 is 10 times as much as 300. there in the 10 times as much as column? There is
as much as 10
__
30 is __
1 one more zero.
10 of 300.
Use the steps below to complete the table.
How many fewer zeros are there in the __
10
1of
STEP 1 Write the given number in a
10 times as 1 of
column? There is one fewer zero.
place-value chart. Number
much as 10
STEP 2 Use the place-value chart to write
Point out that the number of zeros increases by
10 100 1
a number that is 10 times as much 1 in the 10 times as much as column, and decreases
as the given number. 70 700 7 by 1 in the __
10
1 of column. Help students recognize
STEP 3 Use the place-value chart to write
9,000 90,000 900 that each place-value represents a multiple of 10 by
a number that is __
1 of the given

number.
10
writing on the board 30,000 is ___ times as much as
300. Use the place-value chart to demonstrate that
Share
Share and
and Show
Show 30,000 is 2 place-value positions to the left of 300.
Complete the sentence. So, 30,000 is 100 times as much as 300 because it is
50 200,000
10 10, or 100 times greater.
1. 500 is 10 times as much as __ . 10 of __.
2. 20,000 is __
1

Use place-value patterns to complete the table.

10 times as 1 10 times as 1
Share and Show
__ __
Number
much as 10
of Number
much as 10
of Use the checked exercises for Quick Check. Students
3. 50 500 5 5. 400 4,000 40 should show their answers for the Quick Check on the
MathBoard.
4. 3,000 30,000 300 6. 90 900 9

3
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Houghton Mifflin Harcourt Publishing Company

Complete the sentence with 100 or 1,000.
Quick Check
2
1
100
7. 200 is __ times as much as 2. 1,000
9. 4,000 is __ times as much as 4.
IF a student misses the checked exercises
1,000
8. 700,000 is __ times as 100
10. 600 is __ times as much as 6.
much as 700.
6 Differentiate Instruction with
THEN
RtI Tier 1 Lesson 1

4_MTXESE061774_M01L01.indd 6 1/24/14 4:21 PM

Problems
Exercises 710 requires students to analyze values and
determine quantitative relationships.
Logical / Verbal
Enrich Small Group

Give each student an index card, and ask them to write one number
with at least four digits on the card.
Have students try to guess the number on one persons card by first
asking questions about the number such as, Is one digit equal to
9 3? or Is one digit equal to 5 4?
Once all the digits have been identified, the student whose number it is
gives clues such as, My number is 100 times greater than 35, or My
number is __
10
1 of 240.

Have the group guess one students number at a time, until all the
numbers have been identified.

Go to Go to thinkcentral.com for additional enrichment

activities in the Enrich Activity Guide. Lesson 1.1 6
 CorrectionKey=A

Name

Problem Solving Problem

Problem Solving
Solving

Multi-Step Sense or Nonsense?

Problem
11. Mark and Robyn used base-ten blocks to
Exercise 11 requires students to evaluate physical show that 300 is 100 times as much as 3.
Whose model makes sense? Whose model is
models to determine relationships between two
nonsense? Explain your reasoning.
numbers. Have students write under the model the
Marks Work Robyns Work
number each model represents. Remind them to
compare the numbers and the models to be sure that
their answers make sense.

COMMON ERRORS
Error Students may confuse directions for finding
place values.
Example To find a number that is 10 times as 300 30 300 3
much as 20, a student may divide by 10 instead of
Marks model does not make sense. Robyns model makes sense. Her
multiply.
His model shows 30 instead of 3. model shows that 300 is 100 times
Springboard to Learning Use place-value charts to
demonstrate that place-value positions to the left Marks model shows that 300 is 10 as much as 3.
are greater, and positions to the right are lesser.
Help students make the connection that when times as much as 30.

moving left in place-value position, they should

multiply, and when moving right in place-value
position, they should divide.
12. Explain how you would help Mark understand why
he should have used small cubes instead of longs.
Possible explanation: Flats are 10 times as much as longs and 100 times as
Houghton Mifflin Harcourt Publishing Company

Houghton Mifflin Harcourt Publishing Company

Math on the Spot much as small cubes. Since a small cube represents 1, and 300 is 100 times as

Video Tutor much as 3, he should have used 3 small cubes in the model.

Through the Math on the Spot Video Tutor, Module 1 Lesson 1 7

students will be guided through an interactive
solving of this type of H.O.T. problem. Use this
video to also help students solve the H.O.T. 4_MTXESE061774_M01L01.indd 7 10/10/12 1:14 PM

problem in the Interactive Student Edition. With

these videos and the H.O.T. problems, students
will build skills needed in the TEXAS assessment.
3DO NOT EDIT--Changes must be made through File info DO NOT EDIT--Changes must be made through File info

Math on the Spot videos are in the

2CorrectionKey=A
1
RtI Tier 1 Lesson 1 Enrich 1
CorrectionKey=A

Interactive Student Edition and at Name Name Enrich 1

thinkcentral.com.
1
lesson Place Value and Patterns
1
objective Recognizethe10to1relationshipamongplace-valuepositions.
4.2.A Place-Value Mystery
Find the number that makes each statement true.
You can use a place-value chart and patterns to write numbers
that are 10 times as much as or __
1
10 of any given number. 1of3,000is10timesasmuchas
1. ___
30 .
10
Each place to the right is __
1
10 of the value of the place to its left.

__
1 __
1 __
1 __
1 __
1 1of
2. ___
800 is10timesasmuchas8.
10 of the 10 of 10 of the 10 of the 10 of the 10
hundred the ten thousands hundreds tens place
thousands
place
thousands
place
place place
1of50,000is10timesasmuchas
3. ___
500 .
10
Hundred Ten
Thousands Thousands
Thousands Hundreds Tens Ones
1of400,000is10timesasmuchas
4. ___
4,000 .
10
10 times 10 times 10 times 10 times 10 times
the ten the the the tens the ones
5. 10timesasmuchas
9 1of900.
is___
thousands thousands hundreds place place 10
place place place
Each place to the left is 10 times the value of the place to its right. 6. 10timesasmuchas
600 1of60,000.
is___
10
__
1 of 600.
Find 10
7. 10timesasmuchas70is___
of 1 7,000 .
__
1 tens . 10
10 of 6 hundreds is 6

__
1 of 600 is
So, 10 60 .
8. 10timesasmuchas2,000is___
of 1 200,000.
10
Find 10 times as much as 600.
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9. Write Math ExplainhowyousolvedExercise8.

10 times as much as 6 hundreds is 6 thousands .

So, 10 times as much as 600 is 6,000 .

Possible explanation: I wrote 2,000 in a place-
Use place-value patterns to complete the table.
value chart. A number 10 times as much as
Number
10 times as 1 of
__ Number
10 times as 1 of
__ 2,000 has a 2 in the ten-thousands place,
much as 10 much as 10
1. 200 2,000 20 5. 900 9,000 90 so 10 times as much as 2,000 is 20,000. A
2. 10 100 1 6. 80,000 800,000 8,000 number that is __1
10 of 200,000 also has a 2 in
7,000 70 30,000 300 the ten-thousands place. So, __ 1
10 of 200,000 is
3. 700 7. 3,000

4. 5,000 50,000 500 8. 40 400 4 20,000.

NumberandOperations 1 Enrich E1

7 Module 1
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4_MTXEEN085213_M01A01.indd 1 25/10/12 4:06 PM
 CorrectionKey=A

Mathematical Processes
Model Reason Communicate

Daily
Daily Assessment
Assessment Task
Task
3

Fill in the bubble completely to show your answer.

Daily Assessment Task
2
1

13. Melinda has 500 pennies in a jar. Brenda has 10 times as many
pennies as Melinda does. How many pennies does Brenda have? Can student describe the relationship between
A 50,000 two place-value positions?
B 5
IF THEN
C 5,000

D 50
NO Soar to Success Math
14. Which statement is true? Warm-Up 2.27
A 8,000 is 10 times as much as 80.

B 1
80 is ___ of 8. YES Enrich 1
10
C 800 is 10 times as much as 80. Homework and Practice
D 1
8 is __ of 800. Lesson 1.1
10

15. Multi-Step Harry has a collection of comic books. He currently

has 1,000 comic books. His friend George has __
1

TEXAS Test Prep Coach

10 the number of
comic books that Harry does. Mike has __
1 the number of comic
10
books that George has. How many comic books does Mike have?

A 1,000
Test Prep Coach helps teachers to identify common
errors that students can make.
B 100

C 10,000
In the Test Prep exercise, if students selected:
D 10 A They multiply by 10 instead of divided by 10.
B They divided by 100 instead of 10.
D They did not understand the question.
TEXAS Test Prep
16. Sam has 1,300 dimes. Anna has __
1
10 the number of dimes that Sam
does. How many dimes does Anna have?
? Essential Question Write
Houghton Mifflin Harcourt Publishing Company

Math
A 13,000 C 130

B 13 D 3 How can you describe the relationship between two

place-value positions? Possible answer: Any place-value
position is 10 times greater than the position to its right
8
and __
1of the position to its left.
10

4_MTXESE061774_M01L01 8 3/9/13 3:54 PM

Differentiated Centers Kit

Activities Activities
Form Fun Number Explosion
Students complete purple Students complete orange
Activity Card 1 by writing Activity Card 1 by writing whole
whole numbers in standard and numbers in standard, expanded,
expanded forms, focusing on and word forms.
zero as a placeholder.

Lesson 1.1 8
 5
DO NOT EDIT--Changes must be made through File info DO NOT EDIT--Changes must be made through File info
CorrectionKey=A CorrectionKey=A

Number and Operations4.2.A

Homework MATHEMATICAL PROCESSES 4.1.D, 4.1.F,

4.1.G TEXAS Test Prep
Lesson
Lesson Check
Check
and Practice
Name Fill in the bubble completely to show your answer.

1.1 Place Value and Patterns

3. Which statement is true?

A 500 is 10 times as much as 50.

1
4. 7,000 is ten times as much as what
number?

A 70
1. Emma and Jamie used base-ten blocks to show that 40 is one-tenth B 500 is __ as much as 50.
10
of 400. Whose model makes sense? Whose model is nonsense? B 7
C 50,000 is 1,000 times as much as 5.
Explain your reasoning. C 70,000
1
D 5 is __ as much as 500.
Emmas Work Jamies Work 10
D 700

5. Which statement is true? 6. 720 is __

1
10 of what number?
1
A 90 is __ of 100. A 7,200
10
B 900 is 100 times as much as 9. B 72
_
400 _
40 _
400 _
4
C 7
C 9,000 is 1,000 times as much as 90.
Emmas model makes sense. It shows Jamies model does not make sense. 1
D 9 is __ of 900. D 72,000
10
that 4 tens are one-tenth of 4 hundreds. It shows 4 instead of 40. Jamies model

shows that 4 is one-hundredth of 400.

7. Multi-Step The owner of Patties Party 8. Multi-Step Greg bought 2 boxes of
Shop ordered 4 cartons of balloons. How balloons. He used half of them to decorate
Problem
Problem Solving
Solving many balloons did she order? his yard. He used 40 to decorate his porch.
He used the rest inside his house. How
2. Lisa had 3 dollars. She went to the bank and exchanged the 3 dollars many balloons did he use inside?
for 30 dimes.
A 6

B 6,000

C 60
1 carton = 10 boxes
D 600
1 box = 10 packages
1 package = 10 balloons

A 40
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Houghton Mifflin Harcourt Publishing Company

Describe the relationship between the value of a dollar and the
B 400
value of a dime.
C 40,000
The value of a dollar is ten times the value of a dime.
D 4,000

Module 1 Lesson 1 9 10

4_MTXESE061774_M01HP01.indd 9 11/12/12 8:47 AM 4_MTXESE061774_M01HP01 10 09/03/13 4:55 PM

Homework and Practice

Use the Homework and Practice pages to provide
students with more practice on the concepts and
skills of this lesson.

9-10 Module 1