Chapter Resources
Grade 4, Chapter 1
Contents
Beginning of the Year Inventory
Unit 1: Numbers Through Millions
• Unit 1 Prerequisite Skills Test
• Unit 1 Pretest
• Unit 1 Family Letter/Carta a la familia
Individual and Class Record Sheets
Resources for Chapter 1: Place Value Through Millions
• Lesson Quizzes Lessons 1.1–1.4
Daily Routines
Reteach
Practice
Enrichment
Leveled Problem Solving
Homework
• Chapter 1 Test
Individual and Class Record Sheets
B
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Year Inventory
Date
Beginning of the Year Inventory
Solve.
1
What is the value of the digit 3 in the number 7,327?
2
What is the value of the digit 4 in the number 9,341?
3
What is the value of the underlined number in 3,417?
4
Write the number 3,287 in expanded notation.
5
What is 4,000 + 300 + 1 in standard form?
6
Write the number 714 in expanded notation.
1–3
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Beginning of the
Year Inventory
Date
Solve.
7
Billy picked 37 apples in an orchard. Toni picked 58 apples.
How many apples did they pick together?
8
2,139 + 3,478 = ?
9
5,127 – 1,138 = ?
10
Regina planted her flower garden in this arrangement:
How many plants are in Regina’s garden?
11
9×3=?
12
Kenesha has a fish tank with 3 kinds of fish. She has 6 fish of
each kind. How many fish does she have?
1–4
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Date
13
What division sentence is in the same number family as 7 × 6 = 42?
14
The array shown below is a model for the division sentence 28 ÷ 4 = 7.
What multiplication sentence is modeled by the same array?
15
José divided 100 by 5 and wrote his answer as 25. What multiplication
sentence could he use to find that his answer is not correct?
16
On Carmen’s farm, there are 3 barns. Each barn houses 1,371 chickens.
How many chickens does Carmen have?
17
9 × 5,642 = ?
18
4 × 173 = ?
1–5
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Year Inventory
Date
4
+ __ = ?
6 6
1
19 __
20
1
Lourdes sliced a pear into 8 slices and gave _4 of it to Fred. How many
pieces of pear did Lourdes have left?
3
21 __
4
1
- __ = ?
4
22
Franklin went to the store to buy fruit. He bought 5 apples, which
cost $0.55 each. How much did Franklin spend?
23
Lucia had $20.00 when she went to the mall. She bought 4 small gifts
for $1.55 each. How much does she have left?
24
What is $57.38 × 6?
1–6
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Date
25
Write an expression to show the relationship that 30 is greater than 14.
26
What two inequalities compare the values of 7 and 9?
27
Steve has 11 quarts of milk. His friend Mary had 14 quarts of milk, but
she gave 3 quarts away. What expression compares the number of quarts
of milk Steve and Mary have now?
Use this table to answer questions 28 and 29.
Main Street News Uptown Books
Magazines
5 magazines for
$15.00
Crossword Puzzle 2 books for $7.00
Books
2 magazines for
$5.00
7 books for $21.00
28
If Sonia buys 12 magazines at the lower price, how much will they cost?
29
If Roberto buys 3 crossword puzzle books at the more expensive store,
how much will they cost?
1–7
Assessment Resources 4
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Year Inventory
Date
30
What is the combined area of the squares below if each square measures 1 centimeter
by 1 centimeter?
31
What is the combined volume of the cubes shown if every side of each small cube
is 1 inch?
32
What is the combined area of the squares below if each square measures 1 foot
by 1 foot?
33
What is the perimeter of a triangle whose sides measure 5 centimeters, 7 centimeters,
and 8 centimeters?
34
What is the perimeter of a square with a side length of 8 feet?
1–8
Assessment Resources 4
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Date
35
What is the perimeter of a hexagon if each side is 3 inches long?
36
The Pentagon is a building that is named for its shape.
How many sides does the building have?
37
What is the shape is this stop sign?
STOP
38
What kind of triangle has one angle that measures 90°?
39
How can an isosceles triangle be identified?
1–9
Assessment Resources 4
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Date
40
The sides of a triangle measure 42 feet, 42 feet, and 42 feet.
What type of triangle is it?
41
Which of these statements is true?
All rectangles are parallelograms.
All parallelograms are rectangles.
42
What name best describes a polygon that has 4 right angles and 4 sides
that measure 4 inches, 4 inches, 6 inches, and 6 inches?
43
How many pairs of parallel sides does a parallelogram have?
44
What three names can be used to describe this quadrilateral figure?
1–10
Assessment Resources 4
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Year Inventory
Date
45
Mori is flipping a coin. The first three flips show heads, the fourth flip shows tails,
the fifth flip is heads, and the next five show tails. How should she list the results
of her coin tosses, using H for heads and T for tails?
46
Tania is rolling a 6-sided number cube that has the numbers 1 to 6. What are the
possible outcomes for a single roll of the cube?
47
Wapi drew chips from a sack that contained both blue and white chips. What are the
possible combinations of two chips that he could draw from the sack, if he drew each of
the chips one at a time?
48
Hamid spins a four-sided top with the letters A, B, C, D labeling each of the four
sides. It has landed 3 times on A, 4 times on B, 3 times on C, and 5 times on D.
How can he complete this bar graph to show his results?
5
4
3
2
1
0
A
B
C
D
1–11
Assessment Resources 4
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49
Beginning of the
Year Inventory
Date
Naomi has a bag of 60 marbles. She has pulled 20 out so far.
10
9
8
7
6
5
4
3
2
1
0
Red
Green Blue
How many units tall should Naomi make the bar for the blue marbles to
display her results?
50
Melvin has a bag of 20 blocks. He has pulled out 10 blocks: 6 squares,
3 rectangles, and 1 triangle.
Number of Blocks
10
5
rectangle
What labels should Melvin place in the blanks on his graph to represent
the blocks he has drawn?
1–12
Assessment Resources 4
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Name
Beginning of the
Year Inventory
Date
Individual Student Record Form
Beginning of the Year Inventory
Use the Beginning of the Year Inventory to identify your
students’ knowledge of the skills in the past year. The
item analysis below will help you recognize strengths and
weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
3NS1.3
2.
3NS1.3
3.
3NS1.3
4.
3NS1.5
5.
3NS1.5
6.
3NS1.5
7.
3NS2.1
8.
3NS2.1
9.
3NS2.1
10.
3NS2.2
11.
3NS2.2
12.
3NS2.2
13.
3NS2.3
14.
3NS2.3
15.
3NS2.3
16.
3NS2.4
17.
3NS2.4
18.
3NS2.4
19.
3NS3.2
20.
3NS3.2
21.
3NS3.2
22.
3NS3.3
23.
3NS3.3
24.
3NS3.3
25.
3AF1.1
Assessment Resources 4
Identify the place value for each digit in numbers to 10,000.
Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6)
Find the sum or difference of two whole numbers between 0 and 10,000.
Memorize to automaticity the multiplication table for numbers between
1 and 10.
Use the inverse relationship of multiplication and division to compute and
check results.
Solve simple problems involving multiplication of multidigit numbers by
one-digit numbers (3,671 x 3 = __).
3
1
1
+_
is the same as _
).
Add and subtract simple fractions (e.g., determine that _
8
8
2
Solve problems involving addition, subtraction, multiplication, and division of
money amounts in decimal notation and multiply and divide money amounts in
decimal notation by using whole-number multipliers and divisors.
Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
1–13
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Name
Date
Item
Number
Correct
Response?
Beginning of the
Year Inventory
California State Standards
26.
3AF1.1
27.
3AF1.1
28.
3AF2.1
29.
3AF2.1
30.
3MG1.2
31.
3MG1.2
32.
3MG1.2
33.
3MG1.3
34.
3MG1.3
35.
3MG1.3
36.
3MG2.1
37.
3MG2.1
38.
3MG2.2
39.
3MG2.2
40.
3MG2.2
41.
3MG2.3
42.
3MG2.3
43.
3MG2.3
44.
3MG2.3
45.
3SDAP1.2
46.
3SDAP1.2
47.
3SDAP1.2
48.
3SDAP1.3
49.
3SDAP1.3
50.
3SDAP1.3
Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
Solve simple problems involving a functional relationship between two quantities
(e.g., find the total cost of multiple items given the cost per unit).
Estimate or determine the area and volume of solid figures by covering them with
squares or by counting the number of cubes that would fill them.
Find the perimeter of a polygon with integer sides.
Identify, describe, and classify polygons (including pentagons, hexagons, and
octagons).
Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three
equal sides for the equilateral triangle, right angle for the right triangle).
Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right
angles for the rectangle, equal sides and right angles for the square).
Record the possible outcomes for a simple event (e.g., tossing a coin) and
systematically keep track of the outcomes when the event is repeated many times.
Summarize and display the results of probability experiments in a clear and
organized way (e.g., use a bar graph or a line plot).
out of 50
Assessment Resources 4
1–14
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Name
Date
Beginning of the
Year Inventory
Class Record Form
Beginning of the Year Inventory
Use the Beginning of the Year Inventory to identify your
students’ knowledge of the California Mathematics
Contents Standards of the past year.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
3NS1.3
2.
3NS1.3
3.
3NS1.3
4.
3NS1.5
5.
3NS1.5
6.
3NS1.5
7.
3NS2.1
8.
3NS2.1
9.
3NS2.1
10.
3NS2.2
11.
3NS2.2
12.
3NS2.2
13.
3NS2.3
14.
3NS2.3
15.
3NS2.3
16.
3NS2.4
17.
3NS2.4
18.
3NS2.4
19.
3NS3.2
20.
3NS3.2
21.
3NS3.2
22.
3NS3.3
23.
3NS3.3
24.
3NS3.3
25.
3AF1.1
Groups for Differentiated
Instruction
Identify the place value for each digit in numbers to 10,000.
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6)
Find the sum or difference of two whole numbers between
0 and 10,000.
Memorize to automaticity the multiplication table for numbers
between 1 and 10.
Use the inverse relationship of multiplication and division to
compute and check results.
Solve simple problems involving multiplication of multidigit
numbers by one-digit numbers (3,671 × 3 = __).
3
1
+_
Add and subtract simple fractions (e.g., determine that _
8
8
is
1
the same as _ ).
2
Solve problems involving addition, subtraction, multiplication,
and division of money amounts in decimal notation and
multiply and divide money amounts in decimal notation by
using whole-number multipliers and divisors.
Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities..
Assessment Resources 4
1–15
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73784_CRF_PT.indd 1–15
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Name
Date
Item
Number
California Mathematics Contents Standards
26.
3AF1.1
27.
3AF1.1
28.
3AF2.1
29.
3AF2.1
30.
3MG1.2
31.
3MG1.2
32.
3MG1.2
33.
3MG1.3
34.
3MG1.3
35.
3MG1.3
36.
3MG2.1
37.
3MG2.1
38.
3MG2.2
39.
3MG2.2
40.
3MG2.2
41.
3MG2.3
42.
3MG2.3
43.
3MG2.3
44.
3MG2.3
45.
3SDAP1.2
46.
3SDAP1.2
47.
3SDAP1.2
48.
3SDAP1.3
49.
3SDAP1.3
50.
3SDAP1.3
Beginning of the
Year Inventory
Groups for Differentiated
Instruction
Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities.
Solve simple problems involving a functional relationship
between two quantities (e.g., find the total cost of multiple
items given the cost per unit).
Estimate or determine the area and volume of solid figures
by covering them with squares or by counting the number of
cubes that would fill them.
Find the perimeter of a polygon with integer sides.
Identify, describe, and classify polygons (including pentagons,
hexagons, and octagons).
Identify attributes of triangles (e.g., two equal sides for the
isosceles triangle, three equal sides for the equilateral triangle,
right angle for the right triangle).
Identify attributes of quadrilaterals (e.g., parallel sides for the
parallelogram, right angles for the rectangle, equal sides and
right angles for the square).
Record the possible outcomes for a simple event (e.g., tossing
a coin) and systematically keep track of the outcomes when the
event is repeated many times.
Summarize and display the results of probability experiments in
a clear and organized way (e.g., use a bar graph or a line plot).
Assessment Resources 4
1–16
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Name
Date
Unit 1 Prerequisite
Skills Test
Unit 1 Prerequisite Skills Test
Answer the questions below.
1
What is two thousand sixty-five written in standard form?
2
What is 4,108 written in words?
3
How is five thousand two hundred nineteen written using numbers?
4
Enrico wants to tell Ella that he has 1,210 rocks in his rock collection. How would he
say this in words?
5
Flora counts to eight thousand seven while her parents make dinner. How does she
write this number?
6
7
Samuel has read 3,000 + 200 + 7 pages of a book. How many pages is this in
standard form?
Jun wants to write 5,291 in expanded form. How does she write it?
Assessment Resources 4
1–17
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Name
Date
8
What is the expanded form of 7,480?
9
How is 6,000 + 40 + 2 written in standard form?
Unit 1 Prerequisite
Skills Test
10
How is 1,908 written using expanded form?
11
What four-number sequence shows skip-counting by 10s, starting with 340?
12
Julieta pays one dime for a piece of bubble gum. How much would it cost to get
3 pieces, 4 pieces, and 5 pieces? List all three prices.
13
What is the missing number in this sequence: 110, 120,
14
Melvin skip-counts by tens from 700 to 800. He gets stuck at 770. What are the next
numbers he should say to finish counting to 800?
15
What three-number sequence shows skip-counting by tens, starting with 550?
16
What is 485 rounded to the nearest 10?
17
What is an odd number between 83 and 91?
Assessment Resources 4
, 140, 150?
1–18
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Name
Date
Unit 1 Prerequisite
Skills Test
18
Adam needs 127 pieces of construction paper. The paper is sold in packs of 4.
How many pieces of paper will he have to buy?
19
Mr. Vega’s class is trying to guess his age. He says that he is older than 40 but
younger than 46. His age also has a 5 in the ones place. How old is Mr. Vega?
20
Last year, 98 students signed up for soccer. More children signed up this year than
last year. There cannot be more than 110 children in the soccer league. The number
of students in the league has a 7 in the ones places. How many children signed up to
play soccer?
Assessment Resources 4
1–19
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Name
Date
Unit 1 Prerequisite
Skills Test
Individual Student Record Form
Unit 1 Prerequisite Skills Test
Use the Prerequisite Skills Test to identify your students’
mastery of the skills prerequisite to the unit. The item
analysis below will help you recognize strengths and
weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
3NS1.1
Count, read, and write whole numbers to 10,000.
2.
3NS1.1
3.
3NS1.1
4.
3NS1.1
5.
3NS1.1
6.
3NS1.5
7.
3NS1.5
8.
3NS1.5
9.
3NS1.5
10.
3NS1.5
11.
3NS1.0
12.
3NS1.0
13.
3NS1.0
14.
3NS1.0
15.
3NS1.0
16.
3NS1.4
Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
17.
3NS1.2
Compare and order whole numbers to 10,000.
18.
3NS1.4
Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
19.
3NS1.2
Compare and order whole numbers to 10,000.
20.
3NS1.2
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6).
Students understand the place value of whole numbers.
out of 20
Assessment Resources 4
1–20
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73784_IRF_US_U1.indd 1–20
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Name
Date
Unit 1 Prerequisite
Skills Test
Class Record Form
Unit 1 Prerequisite Skills Test
Use the Prerequisite Skills Test to identify your students’
mastery of the skills prerequisite to the unit.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California State Standards
Groups for Differentiated Instruction
1.
3NS1.1
Count, read, and write whole numbers
to 10,000.
2.
3NS1.1
3.
3NS1.1
4.
3NS1.1
5.
3NS1.1
6.
3NS1.5
7.
3NS1.5
8.
3NS1.5
9.
3NS1.5
10.
3NS1.5
11.
3NS1.0
12.
3NS1.0
13.
3NS1.0
14.
3NS1.0
15.
3NS1.0
16.
3NS1.4
Round off numbers to 10,000 to the nearest ten,
hundred, and thousand.
17.
3NS1.2
Compare and order whole numbers to 10,000.
18.
3NS1.4
Round off numbers to 10,000 to the nearest ten,
hundred, and thousand.
19.
3NS1.2
Compare and order whole numbers to 10,000.
20.
3NS1.2
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6).
Students understand the place value of whole
numbers.
1–21
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Name
Unit 1 Pretest
Date
Unit 1 Pretest
Solve.
1
How many hundreds are in
three million?
2
How many thousands are in
five million?
3
How many digits are in the
number 29,438?
4
Write 6,081 in words.
5
How is seven thousand, one hundred thirty-four written using numerals?
6
What is the value of the nine in 1,493?
Write in standard form.
7
Four hundred fifty-two million, eighty-seven thousand, five hundred sixteen
8
70,000,000 + 2,000,000 + 500,000 + 90,000 + 1,000 + 300 + 20 + 6
9
How is 832,492,371 written in expanded notation?
1–23
Assessment Resources 4
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1pp
Name
Unit 1 Pretest
Date
Use the number line to answer questions 10 and 11.
9,000 9,100 9,200 9,300 9,400 9,500 9,600 9,700 9,800 9,900 10,000
10
Between which two numbers does 9,377 fall on the number line?
11
Which number has the greatest value on the number line: 9,103; 9,341; or 9,099?
12
What number falls between 9,700 and 9,800 and has 27 as its last two digits?
13
How would the numbers 52,194; 25,419; 51,249; and 54,291 be listed from
least to greatest?
14
How would the numbers 78,390,126; 79,621,038; 79,830; and 78,693,012 be
listed from greatest to least?
Round to the value of the underlined digit.
15
6,820
16
7,485
17
714,396,283
18
85,026,288
19
What is 6,565 in expanded form?
20
What is 23,638 rounded to the nearest
ten thousand?
Assessment Resources 4
1–24
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73744_U1_UP.indd 1–24
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Name
Date
Unit 1 Pretest
Individual Student Record Form
Use the Unit Pretest to identify your students’ knowledge
of the skills in the upcoming unit. The item analysis below
will help you recognize strengths and weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
4NS1.0
Students understand the place value of whole numbers and decimals to
two decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
2.
4NS1.0
3.
4NS1.0
4.
4NS1.1
5.
4NS1.1
6.
4NS1.0
Students understand the place value of whole numbers and decimals to
two decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
7.
4NS1.1
Read and write whole numbers in the millions.
8.
4NS1.1
9.
4NS1.1
10.
4NS1.2
11.
4NS1.2
12.
4NS1.2
13.
4NS1.2
14.
4NS1.2
15.
4NS1.3
16.
4NS1.3
17.
4NS1.3
18.
4NS1.3
19.
4NS1.1
Read and write whole numbers in the millions.
20.
4NS1.0
Students understand the place of whole numbers and decimals to two
decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
Read and write whole numbers in the millions.
Order and compare whole numbers and decimals to two decimal places.
Round whole numbers through the millions to the nearest ten, hundred,
thousand, ten thousand, or hundred thousand.
out of 20
Assessment Resources 4
1–25
Copyright © Houghton Mifflin Company. All rights reserved.
73784_IRF_UP1.indd 1–25
11/29/07 1:27:21 PM
Name
Date
Unit 1 Pretest
Class Record Form
Unit 1 Pretest
Use the Unit Pretest to identify your students’ knowledge
of the California Mathematics Contents Standards in the
upcoming chapter.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
4NS1.0
2.
4NS1.0
3.
4NS1.0
4.
4NS1.1
5.
4NS1.1
6.
4NS1.0
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
7.
4NS1.1
Read and write whole numbers in the millions.
8.
4NS1.1
9.
4NS1.1
10.
4NS1.2
11.
4NS1.2
12.
4NS1.2
13.
4NS1.2
14.
4NS1.2
15.
4NS1.3
16.
4NS1.3
17.
4NS1.3
18.
4NS1.3
19.
4NS1.1
Read and write whole numbers in the millions.
20.
4NS1.0
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
Groups for differentiated
instruction
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
Read and write whole numbers in the millions.
Order and compare whole numbers and decimals to two decimal
places.
Round whole numbers through the millions to the nearest ten,
hundred, thousand, ten thousand, or hundred thousand.
Assessment Resources 4
1–26
Copyright © Houghton Mifflin Company. All rights reserved.
73784_CRF_UP1.indd 1–26
12/2/07 5:08:17 AM
Family Letter for Unit 1
Dear Family,
Vocabulary
During the next few weeks our math class
will be learning about place value of numbers
through hundred millions. We will be writing
numbers in standard form, word form, and
expanded form.
You can also expect to see work that provides
practice comparing, ordering, and rounding
numbers through hundred millions.
compare To examine numbers to find
if they are greater than, less than, or
equal to one another.
order To arrange numbers from
greatest to least or least to greatest.
round To express a number to the
nearest ten, hundred, thousand, or
another place value.
As we learn how to round numbers, you may
wish to use the following sample as a guide.
Rounding to the Nearest Thousand
thousands place
Follow these steps to round 63,825 to the
nearest thousand.
63,825
Step 1 Find the digit in the thousands place (3).
Step 2 Look at the digit in the place to the
right of the thousands place (8).
rounds to
64,000
greater than 5
• If that digit is less than 5, leave the digit in the
thousands place alone.
• If that digit is equal to or greater than 5, increase
the digit in the thousands place by 1.
Step 3 Change all of the digits to the right of the
thousands place to zeros.
The digit to the right of the thousands place is greater
than 5, so 63,825 rounded to the nearest thousand is 64,000.
Knowing about place value helps students
better understand the meaning of numbers and
allows them to use greater numbers to solve
problems.
Education Place
Visit www.eduplace.com/camaf/
for eGlossary, eGames, test-prep
practice, and more.
Sincerely,
Your Child’s Teacher
Chapter Resources 4
1–27
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U01.EFL.indd 1–27
1/25/08 11:53:09 AM
Carta a la familia: Unidad 1
Estimada familia:
Vocabulario
Durante las próximas semanas, aprenderemos
sobre el valor posicional de los números hasta
los cien millones en la clase de matemáticas.
Escribiremos los números en forma normal, en
forma verbal y en forma extendida.
También verán que trabajaremos con ejercicios
para practicar cómo comparar, ordenar y
redondear números hasta los cien millones.
comparar Examinar números para
hallar si son mayores, menores o
iguales que otro.
ordenar Agrupar números de mayor
a menor o de menor a mayor.
redondear Aproximar un número a
la decena, centena, millar u otro valor
posicional más cercano.
Mientras aprendemos a redondear números,
pueden utilizar la siguiente muestra como guía.
Redondear al millar más cercano
posición de los millares
Sigan estos pasos para redondear
63,825 al millar más cercano.
63,825
se redondea a
64,000
mayor que 5
Paso 1 Hallen el dígito en la posición de los millares (3).
Paso 2 Observen el dígito que está en la posición a la
derecha de la posición de los millares (8).
• Si ese dígito es menor que 5, no hagan nada con
el dígito que está en la posición de los millares.
• Si ese dígito es igual o mayor que 5, sumen un 1
al dígito que está en la posición de los millares.
Paso 3 Cambien a cero todos los dígitos que estén
a la derecha de la posición de los millares.
El dígito que está a la derecha de la posición de los millares es mayor
que 5, por lo tanto 63,825 redondeado al millar más cercano es 64,000.
Al conocer el valor posicional, los estudiantes
pueden comprender mejor el significado de los
números y resolver problemas con números más
grandes.
Atentamente,
El maestro de su hijo
Recursos del capítulo 4
Visiten Education Place en
www.eduplace.com/camaf/,
donde encontrarán el glosario
electrónico, eGames, práctica
para preparación para exámenes
y más.
1–28
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U01_SP.indd 1–28
11/29/07 1:28:19 PM
Name
Date
Chapter 1, Lesson 1
Lesson Quiz
Lesson 1 Quiz
Solve each problem.
1.
Patricia has $3.00 worth of pennies. How many pennies does she
have?
2.
Would you rather have 100 pieces of cereal or 1,000 pieces of
cereal in your breakfast bowl? Explain.
Lesson Quiz
Use with Chapter 1, Lesson 1
Copyright © Houghton Mifflin Company. All rights reserved.
Name
Date
Chapter 1, Lesson 2
Lesson Quiz
1–29
Use with Chapter 1, Lesson 2
Lesson 2 Quiz
Write each number in word form.
1.
86,476
2.
6,083
Write the value of the underlined digit.
3.
4__
73,265
4.
__862,379
Lesson Quiz
Copyright © Houghton Mifflin Company. All rights reserved.
CAPEG4_C01_LessonQuiz.indd 1–29
11/29/07 1:28:42 PM
Name
Chapter 1, Lesson 3
Lesson Quiz
Date
Lesson 3 Quiz
Use the table to answer the following questions.
-ILLIONS
HUNDREDS TENS ONES
!
"
4HOUSANDS
HUNDREDS TENS ONES
/NES
HUNDREDS TENS ONES
1.
Which digit has the greater value in the tens millions place?
2.
Which number has a greater value in the thousands period?
3.
Which place is 100 times greater than the tens thousands place?
4.
Which place is 1,000 times greater than the tens thousands
place?
Lesson Quiz
Use with Chapter 1, Lesson 3
Copyright © Houghton Mifflin Company. All rights reserved.
Name
Date
Chapter 1, Lesson 4
Lesson Quiz
Lesson 4 Quiz
Answer the questions.
1.
Write two 8-digit numbers that have an 8 in the tens millions
place, a 4 in the hundreds thousands place, and a 2 in the
hundreds place.
2.
Write 254,540,237 in expanded form.
Lesson Quiz
1–30
Use with Chapter 1, Lesson 4
Copyright © Houghton Mifflin Company. All rights reserved.
CAPEG4_C01_LessonQuiz.indd 1–30
11/29/07 1:28:47 PM
Name
Chapter 1, Lesson 1
Daily Routines
Date
Hands On: How Big Is 1 Million?
Problem of the Day
Gr3 NS 1.2
José scored 8,369 points playing Zap ‘Em. Linda scored 8,381 points
playing the same game. Who scored the most points?
Number Sense
Gr3 NS 3.2
Find each sum or difference.
1.
_1 + _3
2.
_4 + _3
3.
_6 - _3
4.
9
6
_
-_
5
9
7
5
9
7
10
10
Number of the Day
Gr3 NS 2.0
8
How can 8 be written as the answer to an addition, subtraction,
multiplication and division problem?
Facts Practice
NS 1.4
Round to the nearest ten.
1.
82
2.
45
3.
376
4.
817
5.
2,584
6.
6,437
Daily Routines
1–31
Use with Chapter 1, Lesson 1
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–31
1/25/08 11:54:14 AM
Name
Chapter 1, Lesson 1
Reteach
Date
Hands On: How Big Is
One Million?
CA Standard
NS 1.1
You will use a completed table to answer how long it will take to
save 1 million pennies if you save 10 pennies a day.
Number of Days
1 day
10 days
100 days
1,000 days
10,000 days
100,000 days
Number of Pennies
1 × 10 = 10 pennies
10 × 10 = 100 pennies
100 × 10 = 1,000 pennies
1,000 × 10 = 10,000 pennies
10,000 × 10 = 100,000 pennies
100,000 × 10 = 1,000,000 pennies
Step 1 Notice that each number of days
in the left column also appears in the right
column of the same row. The number
of days is multiplied by 10 pennies. The
product of these two numbers is the
number of pennies saved in that number
of days.
Step 2 To see how long it will take to
save 1 million pennies, identify 1 million
pennies in the right column of the chart.
Then identify the number that was
multiplied by 10 to find 1,000,000.
Solution: If you save 10 pennies a day, it would take 100,000 days to save 1 million
pennies.
Use the table to answer each question.
1.
How many tens are there in 100?
3.
How many tens are there in 100,000?
2.
How many tens are there in 1,000?
4.
How many hundred thousands are
there in 1,000,000?
Writing Math Look at the table. What happens to the product when one zero is
added to the number being multiplied by 10?
___________________________________________________________________________
Reteach
1–32
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_RET.indd 1–32
11/29/07 1:31:14 PM
Name
Chapter 1, Lesson 1
Practice
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
A large container holds 1,000 paper clips. An office-supply store
has 1,000 containers of paper clips in stock. Complete the table to
show how many paper clips the store has in stock.
Number of Paper Clip
Containers
1.
1
2.
10
3.
50
4.
100
5.
1,000
6.
Number of Paper Clips
per Container
Total Number of Paper
Clips in Stock
1,000
How many paper clips does the store have in stock?
Test Practice
Circle the letter of the correct answer.
7.
8.
Which number shows one half of 1 million?
A
50,000
C
500,000
B
5,000
D
5,000,000
Which number shows one tenth of 1 million?
A
100
C
10,000
B
1,000
D
100,000
Writing Math Would you use hundreds, thousands, or
millions to count the number of miles from the earth to the sun?
Explain your reasoning.
Practice
1–33
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_CH1L1_PRAC.indd 1–33
11/29/07 1:31:27 PM
Name
Chapter 1, Lesson 1
Enrichment
Date
The Way to a Million
CA Standard
NS 1.1
Complete the table to help you determine how many days it would
take to save 1 million pennies if you saved 100 pennies each day.
Then create another table to show how long it would take to reach
1 million pennies by saving 1,000 pennies each day.
Saving 100 Pennies Each Day
Number of Days
Number of Pennies
1 × 100 = 100 pennies
1 day
10 days
Saving 1,000 Pennies Each Day
Number of Days
Number of Pennies
Writing Math Explain why the two charts do not have the
same number of rows.
Enrichment
1–34
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_ENR.indd 1–34
11/29/07 1:31:41 PM
Chapter 1, Lesson 1
Name
Leveled Problem Solving
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
Solve.
1.
A man and woman won a prize of
$1,000,000. Soon they will receive a
check for that amount. However, if they
chose to take payment in one-dollar
bills, how many bills would they receive
in all?
2.
A long-distance telephone company
has 1 million customers. On Monday,
each of these customers makes 1
telephone call. How many telephone
calls are placed by the company’s
customers that day?
3.
A bank teller is putting pennies in rolls.
Each roll holds 100 pennies and the
bank teller has 1,000,000 pennies.
How many rolls will the teller need for
all of the pennies?
4.
A sorting machine at the post office
divides 1,000,000 letters into 10 equal
groups. How many letters are there in
each group?
5.
Rudy makes a list of cities that have a
population of 100,000. How many of
these cities would Rudy need to list to
make a total population of 1 million?
6.
A factory manufactures thumbtacks.
Small boxes of thumbtacks are placed
in larger shipping cartons in the
warehouse. Each shipping carton
contains 1,000 thumbtacks. If there are
1 million thumbtacks in the warehouse,
how many cartons are there?
Leveled Problem Solving
1–35
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_PS.indd 1–35
11/29/07 1:32:09 PM
Name
Chapter 1, Lesson 1
Homework
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
Use the chart to answer the following questions.
How many tens are in 1,000,000?
Step 1 Read through the chart to find an equation involving tens and 1 million.
Step 2 Find the line on the left-hand side of the chart that lists the equation
10 × 100,000 = 1,000,000. Read the right-hand side to make sure that this equation
relates to both tens and 1 million.
Step 3 Identify the number multiplied by 10 to find 1 million.
1 × 1,000,000 = 1,000,000
10 × 100,000 = 1,000,000
100 × 10,000 = 1,000,000
1,000 × 1,000 = 1,000,000
10,000 × 100 = 1,000,000
100,000 × 10 = 1,000,000
1,000,000 × 1 = 1,000,000
1 times 1 million = 1 million
10 times 1 hundred thousand = 1 million
100 times 10 thousand = 1 million
1,000 times 1 thousand = 1 million
10,000 times 1 hundred = 1 million
100,000 times ten = 1 million
1,000,000 times 1 = 1 million
Solution: There are 100,000 tens in 1,000,000.
1.
How many ones are there in 1,000,000?
2.
How many hundreds are there in 1,000,000?
3.
How many hundred thousands are in 1,000,000?
4.
How many ten thousands are there in 1,000,000?
5.
How many thousands are there in 1,000,000?
4QJSBM3FWJFX
(Grade 3, Chapter 2, Lesson 3) NS 1.4, NS 1.3
Round each number to the nearest ten and the nearest hundred.
6.
662 ______________________
8.
Harriet has 247 beads of various colors. Her goal is to have
about twice as many beads as this before she begins to make a
complicated necklace. If she rounds 247 to the nearest ten before
doubling the number, about how many beads will she use in all?
Homework
7.
1–36
946 ______________________
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_HMWK.indd 1–36
11/29/07 1:33:05 PM
Name
Chapter 1, Lesson 2
Daily Routines
Date
Place Value Through Hundred Thousands
Problem of the Day
MR 1.1
Approximately how long would it take you to put together a 50-piece
jigsaw puzzle: 30 minutes or 3,000 minutes?
Number Sense
Gr3NS 1.1
Use Workmat 2 to write each number.
1.
four thousand, six
2.
twenty-six thousand, nine hundred thirteen
3.
seventy-nine thousand, five hundred
4.
one hundred thirty-three thousand, eight hundred four
Number of the Day
NS 4.1
200
What are some ways to show 200?
Facts Practice
Gr3 NS 2.2
1.
66 - 12
2.
54 - 23
3.
102 - 18
4.
70 - 48
5.
91 - 75
6.
46 - 41
Daily Routines
1–37
Use with Chapter 1, Lesson 2
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–37
1/25/08 11:54:36 AM
Name
Chapter 1, Lesson 2
Reteach
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
You will write the number in the place-value chart two ways.
hundred
thousands
4
Thousands
ten
thousands
3
Ones
one
thousands
9
,
hundreds
1
tens
5
ones
8
Step 1 Look at the number and decide how many periods it contains.
Reading from the left, say the number aloud.
Step 2 Write the number in word form.
Four hundred thirty-nine thousand, one hundred fifty-eight.
Step 3 Write the number in standard form.
439,158
Write each number one other way. You can use a place-value chart to help you.
1.
125,312
2.
259,237
3.
three hundred seventeen thousand, two hundred nine
Writing Math Identify the value of the digit 5 in problem 1. Explain your answer.
Reteach
1–38
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_RET.indd 1–38
11/29/07 1:33:23 PM
Name
Chapter 1, Lesson 2
Practice
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
Write the number in word form.
1.
230,451
2.
137 thousand, 215
Write the number in standard form.
3.
six hundred thirteen thousand, five hundred twenty-one
4.
five thousand, two hundred sixty-seven
Write the value of the underlined digit.
5.
5__
28
6.
__7,854
7.
2__
36,064
8.
32,__
888
Test Practice
Circle the letter of the correct answer.
9.
10.
What form is used to write the number in the statement below?
About 135,000 people live in my hometown.
A
standard
C
digit
B
period
D
word
Which of the following shows the number six thousand, seven hundred twenty?
A
6,720
C
60,270
B
6,270
D
67,200
Writing Math What is the value of the digit 5 in 356,017?
Explain how you found your answer.
Practice
1–39
Use with text pages 8–10.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_CH1L2_PRAC.indd 1–39
11/29/07 1:33:37 PM
Name
Date
Greatest to Least
Chapter 1, Lesson 2
Enrichment
CA Standard
NS 1.0
You can create numbers of different values using the same digits.
Use any six of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to create ten
different 6-digit numbers. After you created the numbers, put them
in order of value from greatest to least.
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Writing Math Explain how the same digit has two different
values in two of the numbers you created.
Enrichment
1–40
Use with text pages 8–10.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_ENR.indd 1–40
11/29/07 1:33:54 PM
Chapter 1, Lesson 2
Name
Leveled Problem Solving
Date
Place Value Through
Hundred Thousands
CA Standard
NS 1.0
Solve.
1.
What is the value of the underlined
digit in the number 410,327?
2.
How do you write two hundred
seventy-five thousand in standard
form?
3.
How do you write five hundred ninetythree thousand, seven hundred forty in
standard form?
4.
What is the value of the underlined
digit in the number 264,681?
5.
How do you write six hundred four
thousand, twenty-seven in standard
form?
6.
What is the value of the underlined
digit in the number 809,425?
Leveled Problem Solving
1–41
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_PS.indd 1–41
11/29/07 1:34:09 PM
Name
Chapter 1, Lesson 2
Homework
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
Write 328 thousand, 514 in two different ways.
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form.
Three hundred twenty-eight thousand, five hundred fourteen.
Step 3 Write the number in standard form.
328,514
Write each number in two other ways.
1.
246 thousand, 718
2.
342 thousand, 159
Write the value of the underlined digit.
3.
76,982
4QJSBM3FWJFX
4.
66,424
5.
925,733
(Chapter 1, Lesson 1) KEY NS 1.1
Answer the following questions.
6.
How many ones are there in 1 million? ______________________
7.
How many hundreds are there in 1 million? ______________________
8.
A media company divides 1 million copies of a new music CD into
100 equal groups before shipping the CDs to 100 stores. How
many CDs is the company shipping to each store?
________________________________________________________________________
Homework
1–42
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_HMWK.indd 1–42
11/29/07 1:34:23 PM
Name
Chapter 1, Lesson 3
Daily Routines
Date
Place Value Through Hundred Millions
Problem of the Day
KEY NS 1.1
810,870 is written in which number form?
Number Sense Review
KEY NS 1.1
Use Workmat 2 to write the number seven hundred forty-three in
standard form.
Word of the Day
KEY NS 1.1
place value
How can place value help you tell the number of thousands
in 73,060?
Facts Practice
Gr3 NS 2.2
Multiply to find the product.
1.
10 × 5
2.
9×8
3.
3×7
4.
8×4
5.
5×5
6.
7×6
Daily Routines
1–43
Use with Chapter 1, Lesson 3
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–43
1/25/08 11:55:08 AM
Name
Date
Place Value Through Hundred
Millions
Chapter 1, Lesson 3
Reteach
CA Standard
NS 1.1
You will write the number in the place-value chart two ways.
Millions
Thousands
Ones
hundred ten
one
hundred
ten
one
millions millions millions thousands thousands thousands
hundreds tens ones
6
2
8
,
5
3
4
,
7
8
2
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form. Six hundred twenty-eight million, five hundred
thirty-four thousand, seven hundred eighty-two.
Step 3 Write the number in standard form.
628,534,782
Write each number one other way.
1.
450,870,235
2.
35,143,650
3.
six hundred fifteen million, four hundred seventy-five thousand
Writing Math Identify the value of the digit 8 in problem 1. Explain your answer.
Reteach
1–44
Use with text pages 12–15.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L3_RET.indd 1–44
11/29/07 1:35:09 PM
Name
Chapter 1, Lesson 3
Practice
Date
Place Value Through Hundred
Millions
CA Standard
NS 1.1
Write the number in word form.
1.
230,451,000
2.
715,413,068
Write the number in standard form.
3.
four hundred sixty-three million, three hundred forty-two thousand, seven hundred
five
4.
one hundred eighty-five million, three hundred twenty-eight thousand
Write the value of the 2 in each number.
5.
21,547
6.
54,285
7.
67,902
Test Practice
Circle the letter of the correct answer.
8.
Tell what form of the number is being used in the statement below.
Over 10,000,000 tacos were sold.
A
9.
standard
B
period
C
digit
D
word
Which of the following shows the number four hundred eleven million, seven hundred
twenty-five thousand, six?
A
4,117,256
B
411,725,006
C
401,725,060
D
4,011,725,006
Writing Math Write the value of the 4 in 648,396,178.
Explain how you found your answer.
Practice
1–45
Use with text pages 12–15.
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Name
Date
Least to Greatest
Chapter 1, Lesson 3
Enrichment
CA Standard
NS 1.1
You can create numbers of different values using the same digits.
Use any nine of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to create eight
different 9-digit numbers. After you create the numbers, put them in
order of value from least to greatest.
1.
2.
3.
4.
5.
6.
7.
8.
Writing Math Identify the 4 (or, if you did not use a 4, identify
another digit) that has the least value in the eight numbers you created.
Explain why its value is less than other 4s in your eight numbers.
Enrichment
1–46
Use with text pages 12–15.
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73744_C1L3_ENR.indd 1–46
11/29/07 1:35:38 PM
Chapter 1, Lesson 3
Name
Leveled Problem Solving
Date
Place Value Through
Hundred Millions
CA Standard
NS 1.1
Solve.
1.
What is the value of the underlined
digit in the number 539,721,004?
2.
How do you write fifty-one million in
standard form?
3.
How do you write two hundred four
million, three hundred ninety-eight
thousand, two hundred in standard
form?
4.
What is the value of the underlined
digit in the number 310,552,012?
5.
How do you write one hundred one
million, two hundred thirty thousand,
four in standard form?
6.
What are the values of the threes in the
number 233,059,023?
Leveled Problem Solving
1–47
Use with text pages 12–15.
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Name
Chapter 1, Lesson 3
Homework
Date
Place Value Through Hundred
Millions
CA Standard
NS 1.1
Write 328 million, 541 thousand, 670 in two ways.
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form.
Three hundred twenty-eight million, five hundred forty-one thousand, six hundred
seventy.
Step 3 Write the number in standard form.
328,541,670
Write each number in two other ways.
1.
612 million, 483 thousand, 125
2.
105 million, 602 thousand, 950
Write the value of the underlined digit.
3.
37,295,810
4QJSBM3FWJFX
4.
496,021,795
5.
638,912,004
(Chapter 1, Lesson 2) NS 1.0
Write each number in word form.
6.
452,859
7.
283,107
8.
What is the value of the underlined digit in the number 385,526?
Homework
1–48
Use with text pp. 12–15.
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Name
Chapter 1, Lesson 4
Daily Routines
Date
Expanded Notation
NS 1.1
Problem of the Day
Cheryl read that the average distance between the sun and the planet
Mars is 141,620,000. What is the value of the digit 4 in this number?
How can this number be written in word form?
Measurement and Geometry
Gr3 MG 2.4
At the top of your whiteboard draw a right angle. Below the right
angle draw an angle less than a right angle. At the bottom of your
white board draw an angle greater than a right angle.
Word of the Day
NS 1.1
digit
Explain how an infinite number of numbers can be created using just
the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
Facts Practice
NS 1.1
Write the value of the underlined digit.
1.
6,083,394
2.
2,848,389
3.
15,928,431
4.
74,592,482
5.
194,682,581
6.
653,891,572
Daily Routines
1–49
Use with Chapter 1, Lesson 4
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11/29/07 1:30:43 PM
Name
Chapter 1, Lesson 4
Reteach
Date
Expanded Notation
CA Standard
NS 1.1
You will use a place-value chart to write 3,147,230
in expanded form.
Step 1 Write the number 3,147,230 in the place-value chart.
Millions
hundreds tens ones
3
Thousands
hundreds tens ones
,
1
4
7
Ones
hundreds tens ones
,
2
3
0
Step 2 Look at the digit on the far left of the chart. The value of the 3 is 3,000,000.
Write this number with a plus sign.
3,000,000 +
Step 3 Continue through the chart from left to right, writing the value of each number
with a plus sign.
100,000 + 40,000 + 7,000 + 200 + 30
Solution: 3,000,000 + 100,000 + 40,000 + 7,000 + 200 + 30
Write the number in standard form. The values of each digit may
not be in order.
1.
7,000 + 50 + 600 + 20,000
2.
10 + 60,000 + 800 + 4
3.
40,000,000 + 100,000,000 + 5,000
+ 20,000 + 20
4.
3,000 + 70,000,000 + 4 + 90,000
Writing Math In problem 1, how can a number containing
five digits in standard form be shown as four numbers added together
in expanded form?
Reteach
1–50
Use with text pages 16–17.
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11/29/07 1:36:40 PM
Name
Date
Expanded Notation
Chapter 1, Lesson 4
Practice
CA Standard
NS 1.1
Write the number in expanded notation.
1.
476,024
2.
81,006,435
Write the number in standard form.
3.
4,000,000 + 200,000 + 80,000 + 800 + 70 + 5
4.
200,000,000 + 2,000,000 + 10,000 + 1,000 + 9
Test Practice
5.
Which of the following numbers written in standard form is the correct way to write
six hundred forty-seven million, fifty-three thousand, nineteen?
A
6,475,319
C
647,053,019
B
64,753,019
D
6,470,053,019
Circle the letter of the correct answer.
6.
Which of the following numbers written in expanded notation is the correct way to
write 203,001,510?
A
two million three, one thousand, five hundred ten
B
twenty-three million, one thousand, five hundred ten
C
two hundred three million, one hundred five thousand, ten
D
two hundred three million, one thousand, five hundred ten
Writing Math Which digits in problem 6 have the same value? Explain.
Practice
1–51
Use with text pages 16–17.
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11/29/07 1:36:58 PM
Name
Date
Hundred Millions Jumble
Chapter 1, Lesson 4
Enrichment
CA Standard
NS 1.1
There are several different forms for numbers in hundred millions.
The box below contains numbers in word form and expanded notation. First,
unscramble the numbers by arranging them in two groups according to their form.
Then, put each group of numbers together to create one number in the hundred
millions. Finally, write each of these numbers in standard form plus one other form.
four hundred
20
six thousand
4,000,000
eight hundred million
five hundred thousand
30,000
two
ten million
ninety thousand
600,000,000
three million
1.
Word Form:
2.
Expanded Notation:
Writing Math Explain how the digit in the tens place of the number in
problem 1 is expressed in word form and how it is expressed in expanded form.
Enrichment
1–52
Use with text pages 16–17.
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73744_C1L4_ENR.indd 1–52
11/29/07 1:37:28 PM
Chapter 1, Lesson 4
Name
Leveled Problem Solving
Date
Expanded Notation
CA Standard
NS 1.1
Solve.
1.
Write 2,215,450 in expanded form.
2.
What is the correct way to write
3,000,000 + 800,000 + 70,000 +
5,000 + 100 + 20 + 5 in standard
form?
3.
What is the correct way to write
206,503,028 in expanded form?
4.
What is the correct way to write 1,000
+ 7,000,000 + 7 + 600,000,000
in standard form?
5.
Henry wrote the expanded form of
55,400,000 as 55,000,000 + 400,000.
Is he correct? Explain.
6.
Leveled Problem Solving
1–53
Which is greater 30,000,000 +
4,000,000 + 50,000 + 300 or
30,000,000 + 4,000,000 + 5,000
+ 400? Explain.
Use with text pages 16–17.
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73744_C1L4_PS.indd 1–53
11/29/07 1:37:43 PM
Name
Chapter 1, Lesson 4
Homework
Date
Expanded Notation
CA Standard
NS 1.1
Write 2,326,461 in expanded form.
Step 1 Write the number 2,326,461 in the place-value chart.
Millions
hundreds tens ones
2
Thousands
hundreds tens ones
,
3
6
2
Ones
hundreds tens ones
,
4
6
1
Step 2 Look at the digit on the far left of the chart. The value of the 2 is 2,000,000.
Write this number with a plus sign. 2,000,000 +
Step 3 Continue through the chart from left to right, writing the value of each number
with a plus sign. 300,000 + 20,000 + 6,000 + 400 + 60 + 1
Write the number in expanded form.
1.
1,452,580
2.
21,839,496
3.
313,407,203
4.
805,003,205
4QJSBM3FWJFX
(Chapter 1, Lesson 2) NS 1.0
Write the value of the underlined digit.
5.
3__
2,082,856
7.
Write four hundred six million, seven hundred twenty-two thousand, forty-one in
standard form.
6.
7__
39,556,103
_______________________________________________________
Homework
1–54
Use with text pages 16–17.
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Name
Chapter 1, Lesson 5
Daily Routines
Date
Problem Solving: Field Trip
Problem of the Day
NS 1.1
On his birthday, Ricardo calculated that he was 5,256,000 minutes
old. How can this number be written in expanded form?
Algebra and Functions
Gr 3 AF 2.2
Write the next number in each pattern below.
1.
4, 8, 12, 16 . . .
2.
6, 9, 12, 15 . . .
3.
11, 18, 25, 32 . . .
4.
20, 18, 16, 14 . . .
Number of the Day
NS 1.1
0
Write three numbers in the millions which have no hundred
thousands.
Facts Practice
NS 1.1
Write each number in expanded form.
1.
58,298
2.
79,092
3.
303,471
4.
4,371,090
5.
50,042,901
6.
785,391,087
Daily Routines
1–55
Use with Chapter 1, Lesson 5
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Name
Chapter 1 Test
Date
Chapter 1 Test
Circle the letter of the correct answer.
1
4
How many hundreds are in the
number 4,500?
20,000
4.5
B
2,000
B
45
C
200
C
450
D
20
D
45,000
How many thousands are in the
number 30,000?
A
30,000
B
3,000
C
300
D
30
6
3
A
A
5
2
How many hundreds are in the
number 2,000,000?
How many thousands are in the
number 4,000,000?
A
40,000
B
4,000
C
400
D
40
Assessment Resources 4
What is the standard form of three
hundred eighty-eight thousand, four
hundred twenty-five?
A
388,000
B
388,425
C
425,000
D
425,388
What is the word form of the
number 200,079?
A
two thousand, seventy-nine
B
twenty thousand, seventy-nine
C
two hundred thousand, seventy-nine
D
two hundred thousand, seven
hundred ninety
1–57
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Name
7
8
9
Chapter 1 Test
Date
What is the value of the underlined
digit in the number 528,997?
10
What is the value of the underlined
digit in the number 159,788,147?
A
5
A
5
B
500
B
5 thousands
C
50,000
C
5 millions
D
500,000
D
5 ten millions
In 2000, the population of Santa
Barbara was 92,325. What does the
3 stand for in this number?
A
30 thousands
B
3 thousands
C
3 hundreds
D
3 tens
What is the standard form of the
number four hundred five million,
two hundred thirty-five thousand,
one hundred?
A
405,000
B
405,235
C
405,235,000
D
405,235,100
Assessment Resources 4
11
12
What is the word form of the
number 18,045,072?
A
eighteen thousand, seventy-two
B
eighteen million, forty-five thousand,
seventy-two
C
eighteen million, forty-five thousand,
seven hundred twenty
D
eighteen million, four hundred fifty
thousand, seventy-two
In the year 2000, the population of
Los Angeles was 3,694,820. What is
the value of the 3 in this number?
A
3 millions
B
3 thousands
C
3 hundreds
D
3
1–58
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Name
13
14
15
Chapter 1 Test
Date
What is the number 875 written in
expanded notation?
16
What is the standard form of the
number 9,000,000 + 400,000 +
200 + 20 + 4?
A
875
B
800 + 75
A
9,400,224
C
800 + 70 + 5
B
9,422,400
D
870 + 5
C
90,400,224
D
90,004,224
What is the number 56,094 written
in expanded notation?
17
Carrie’s zip code is 14534. What is
the value of the 3 in the zip code?
A
56,000 + 90 + 4
B
50,000 + 6,000 + 90 + 4
A
3,000
C
50,000 + 6,000 + 94
B
300
D
56,000 + 94
C
3
D
30
What is the standard form of the
number 4,000,000 + 200,000 +
30,000 + 8,000 + 60 + 6?
A
423,866
B
4,230,866
C
4,238,066
D
40,238,066
Assessment Resources 4
18
Claudio’s little sister asked him
what the 5 in 2,450,972 means.
What should he tell her?
A
five thousand
B
fifty thousand
C
five hundred thousand
D
five million
1–59
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Name
19
Chapter 1 Test
Date
The land area of Alaska is
365,000,000 acres. How is that
number written in word form?
20
A
three million six hundred fifty
thousand acres
B
thirty-six million five hundred
thousand acres
C
three hundred sixty-five million acres
D
three billion, six hundred fifty million
acres
Assessment Resources 4
Margot has a collection of 4,531
coins. She wrote the number in
expanded form as 4,000 + 500 + 1.
What number is Margot missing?
A
3
B
30
C
300
D
3,000
1–60
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Name
Date
Chapter 1 Test
Individual Student Record Form
Use the chapter test to identify your students’ mastery of
the skills in the chapter. The item analysis below will help
you recognize strengths and weaknesses.
Correct
Answer
Student
Response
Record the student’s response in the column to the right
of the correct answer.
California State Standards
1. B
4NS1.1
Read and write whole numbers in the millions.
2. D
4NS1.1
3. B
4NS1.1
4. A
4NS1.1
5. B
4NS1.1
6. C
4NS1.1
7. D
4NS1.1
8. C
4NS1.1
9. D
4NS1.1
10. D
4NS1.1
11. B
4NS1.1
12. A
4NS1.1
13. C
4NS1.1
14. B
4NS1.1
15. C
4NS1.1
16. A
4NS1.1
17. D
4MR1.2
18. B
4MR1.2
19. C
4NS1.1
Read and write whole numbers in the millions.
20. B
4MR1.2
Determine when and how to break a problem into simpler parts.
Determine when and how to break a problem into simpler parts.
out of 20
Assessment Resources 4
1–61
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Teacher Name
Date
Chapter 1 Test
Class Record Form
Chapter 1 Test
Use the chapter test to identify your students’ mastery
of the California Mathematics Contents Standards in the
chapter.
Item
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
4NS1.1
2.
4NS1.1
3.
4NS1.1
4.
4NS1.1
5.
4NS1.1
6.
4NS1.1
7.
4NS1.1
8.
4NS1.1
9.
4NS1.1
10.
4NS1.1
11.
4NS1.1
12.
4NS1.1
13.
4NS1.1
14.
4NS1.1
15.
4NS1.1
16.
4NS1.1
17.
18.
4MR1.2 Determine when and how to break a problem
into simpler parts.
4MR1.2
19.
4NS1.1
20.
4MR1.2 Determine when and how to break a problem
into simpler parts.
Groups for differentiated instruction
Read and write whole numbers in the millions.
Read and write whole numbers in the millions.
1–62
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Chapter Resources
Grade 4, Chapter 1
Contents
Beginning of the Year Inventory
Unit 1: Numbers Through Millions
• Unit 1 Prerequisite Skills Test
• Unit 1 Pretest
• Unit 1 Family Letter/Carta a la familia
Individual and Class Record Sheets
Resources for Chapter 1: Place Value Through Millions
• Lesson Quizzes Lessons 1.1–1.4
Daily Routines
Reteach
Practice
Enrichment
Leveled Problem Solving
Homework
• Chapter 1 Test
Individual and Class Record Sheets
B
Copyright © by Houghton Mifflin Company. All rights reserved.
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carry the Houghton Mifflin copyright notice. These pages are designed to be reproduced by teachers for use in their classes
with accompanying Houghton Mifflin material, provided each copy made shows the copyright notice. Such copies may not be
sold, and further distribution is expressly prohibited. Except as authorized above, prior written permission must be obtained
from Houghton Mifflin Company to reproduce or transmit this work or portions thereof in any form or by any electronic or
mechanical means, including any information storage or retrieval system, unless expressly permitted by federal copyright law.
Address inquiries to School Permissions, 222 Berkeley Street, Boston, MA 02116.
Printed in the U.S.A.
Booklet 1 of 29
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Name
Beginning of the
Year Inventory
Date
Beginning of the Year Inventory
Solve.
1
What is the value of the digit 3 in the number 7,327?
3 NS 1.3
300
2
What is the value of the digit 4 in the number 9,341?
3 NS 1.3
40
3
What is the value of the underlined number in 3,417?
3 NS 1.3
3,000
4
Write the number 3,287 in expanded notation.
3,000 + 200 + 80 + 7
5
What is 4,000 + 300 + 1 in standard form?
3 NS 1.5
3 NS 1.5
4,301
6
Write the number 714 in expanded notation.
700 + 10 + 4
3 NS 1.5
1–3
Assessment Resources 4
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Name
Beginning of the
Year Inventory
Date
Solve.
7
3 NS 2.1
Billy picked 37 apples in an orchard. Toni picked 58 apples.
How many apples did they pick together?
95 apples
8
3 NS 2.1
2,139 + 3,478 = ?
5,617
9
5,127 – 1,138 = ?
3 NS 2.1
3,989
10
Regina planted her flower garden in this arrangement:
3 NS 2.2
How many plants are in Regina’s garden?
35
11
9×3=?
3 NS 2.2
27
3 NS 2.2
12
Kenesha has a fish tank with 3 kinds of fish. She has 6 fish of
each kind. How many fish does she have?
18
1–4
Assessment Resources 4
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Name
13
14
Beginning of the
Year Inventory
Date
What division sentence is in the same number family as 7 × 6 = 42?
42 ÷ 7 = 6 or 42 ÷ 6 = 7
3 NS 2.3
The array shown below is a model for the division sentence 28 ÷ 4 = 7.
3 NS 2.3
What multiplication sentence is modeled by the same array?
4 × 7 = 28
3 NS 2.3
15
José divided 100 by 5 and wrote his answer as 25. What multiplication
sentence could he use to find that his answer is not correct?
4 × 25 = 100 or 5 × 25 = 125
3 NS 2.4
16
On Carmen’s farm, there are 3 barns. Each barn houses 1,371 chickens.
How many chickens does Carmen have?
4,113
3 NS 2.4
17
9 × 5,642 = ?
50,778
18
4 × 173 = ?
3 NS 2.4
692
1–5
Assessment Resources 4
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Name
Beginning of the
Year Inventory
Date
4
+ __ = ?
6 6
1
19 __
3 NS 3.2
5
__
6
3 NS 3.2
1
20 Lourdes sliced a pear into 8 slices and gave _ of it to Fred. How many
pieces of pear did Lourdes have left?
4
6
3
21 __
1
- __ = ?
4 4
3 NS 3.2
_2_ or _1_
4
22
3 NS 3.3
2
Franklin went to the store to buy fruit. He bought 5 apples, which
cost $0.55 each. How much did Franklin spend?
$2.75
3 NS 3.3
23
Lucia had $20.00 when she went to the mall. She bought 4 small gifts
for $1.55 each. How much does she have left?
$13.80
24
What is $57.38 × 6?
3 NS 3.3
$344.28
1–6
Assessment Resources 4
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Name
Beginning of the
Year Inventory
Date
25
Write an expression to show the relationship that 30 is greater than 14.
26
What two inequalities compare the values of 7 and 9?
3 AF 1.1
30 > 14
3 AF 1.1
9 > 7 and 7 < 9
3 AF 1.1
27
Steve has 11 quarts of milk. His friend Mary had 14 quarts of milk, but
she gave 3 quarts away. What expression compares the number of quarts
of milk Steve and Mary have now?
11 = 11 or 11 = 14 – 3
Use this table to answer questions 28 and 29.
Main Street News Uptown Books
Magazines
5 magazines for
$15.00
Crossword Puzzle 2 books for $7.00
Books
2 magazines for
$5.00
7 books for $21.00
3 AF 2.1
28
If Sonia buys 12 magazines at the lower price, how much will they cost?
$30.00
3 AF 2.1
29
If Roberto buys 3 crossword puzzle books at the more expensive store,
how much will they cost?
$10.50
1–7
Assessment Resources 4
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Name
30
Beginning of the
Year Inventory
Date
What is the combined area of the squares below if each square measures 1 centimeter
by 1 centimeter?
3 MG 1.2
25 cm2
3 MG 1.2
31
What is the combined volume of the cubes shown if every side of each small cube
is 1 inch?
9 in.3
3 MG 1.2
32
What is the combined area of the squares below if each square measures 1 foot
by 1 foot?
35 ft.2
3 MG 1.3
33
What is the perimeter of a triangle whose sides measure 5 centimeters, 7 centimeters,
and 8 centimeters?
20 cm
3 MG 1.3
34
What is the perimeter of a square with a side length of 8 feet?
32 feet
1–8
Assessment Resources 4
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Name
35
Beginning of the
Year Inventory
Date
What is the perimeter of a hexagon if each side is 3 inches long?
3 MG 1.3
18 inches
3 MG 2.1
36
The Pentagon is a building that is named for its shape.
How many sides does the building have?
5
37
What is the shape is this stop sign?
3 MG 2.1
STOP
octagon
38
3 MG 2.2
What kind of triangle has one angle that measures 90°?
right triangle
3 MG 2.2
39
How can an isosceles triangle be identified?
two sides have the same length
1–9
Assessment Resources 4
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Name
40
Beginning of the
Year Inventory
Date
The sides of a triangle measure 42 feet, 42 feet, and 42 feet.
What type of triangle is it?
3 MG 2.2
equilateral triangle
41
Which of these statements is true?
All rectangles are parallelograms.
All parallelograms are rectangles.
3 MG 2.3
All rectangles are parallelograms
42
What name best describes a polygon that has 4 right angles and 4 sides
that measure 4 inches, 4 inches, 6 inches, and 6 inches?
3 MG 2.3
rectangle
43
How many pairs of parallel sides does a parallelogram have?
3 MG 2.3
2
44
What three names can be used to describe this quadrilateral figure?
3 MG 2.3
rectangle, square, parallelogram
1–10
Assessment Resources 4
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Name
45
Beginning of the
Year Inventory
Date
Mori is flipping a coin. The first three flips show heads, the fourth flip shows tails,
the fifth flip is heads, and the next five show tails. How should she list the results
of her coin tosses, using H for heads and T for tails?
3 SDAP 1.2
HHHTHTTTTT
3 SDAP 1.2
46
Tania is rolling a 6-sided number cube that has the numbers 1 to 6. What are the
possible outcomes for a single roll of the cube?
1, 2, 3, 4, 5, or 6
3 SDAP 1.3
47
Wapi drew chips from a sack that contained both blue and white chips. What are the
possible combinations of two chips that he could draw from the sack, if he drew each of
the chips one at a time?
blue-blue, blue-white, white-blue, white-white
48
Hamid spins a four-sided top with the letters A, B, C, D labeling each of the four
sides. It has landed 3 times on A, 4 times on B, 3 times on C, and 5 times on D.
How can he complete this bar graph to show his results?
3 SDAP
1.3
5
4
3
2
1
0
A
B
C
D
draw a bar 5 units high above the letter D
1–11
Assessment Resources 4
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Name
49
Beginning of the
Year Inventory
Date
Naomi has a bag of 60 marbles. She has pulled 20 out so far.
3 SDAP 1.3
10
9
8
7
6
5
4
3
2
1
0
Red
Green Blue
How many units tall should Naomi make the bar for the blue marbles to
display her results?
7
3 SDAP 1.3
50
Melvin has a bag of 20 blocks. He has pulled out 10 blocks: 6 squares,
3 rectangles, and 1 triangle.
Number of Blocks
10
5
rectangle
What labels should Melvin place in the blanks on his graph to represent
the blocks he has drawn?
triangle, square
1–12
Assessment Resources 4
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Name
Beginning of the
Year Inventory
Date
Individual Student Record Form
Beginning of the Year Inventory
Use the Beginning of the Year Inventory to identify your
students’ knowledge of the skills in the past year. The
item analysis below will help you recognize strengths and
weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
3NS1.3
2.
3NS1.3
3.
3NS1.3
4.
3NS1.5
5.
3NS1.5
6.
3NS1.5
7.
3NS2.1
8.
3NS2.1
9.
3NS2.1
10.
3NS2.2
11.
3NS2.2
12.
3NS2.2
13.
3NS2.3
14.
3NS2.3
15.
3NS2.3
16.
3NS2.4
17.
3NS2.4
18.
3NS2.4
19.
3NS3.2
20.
3NS3.2
21.
3NS3.2
22.
3NS3.3
23.
3NS3.3
24.
3NS3.3
25.
3AF1.1
Assessment Resources 4
Identify the place value for each digit in numbers to 10,000.
Use expanded notation to represent numbers (e.g., 3,206 = 3,000 + 200 + 6)
Find the sum or difference of two whole numbers between 0 and 10,000.
Memorize to automaticity the multiplication table for numbers between
1 and 10.
Use the inverse relationship of multiplication and division to compute and
check results.
Solve simple problems involving multiplication of multidigit numbers by
one-digit numbers (3,671 x 3 = __).
3
1
1
+_
is the same as _
).
Add and subtract simple fractions (e.g., determine that _
8
8
2
Solve problems involving addition, subtraction, multiplication, and division of
money amounts in decimal notation and multiply and divide money amounts in
decimal notation by using whole-number multipliers and divisors.
Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
1–13
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73784_IRF_PT.indd 1–13
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Name
Date
Item
Number
Correct
Response?
Beginning of the
Year Inventory
California State Standards
26.
3AF1.1
27.
3AF1.1
28.
3AF2.1
29.
3AF2.1
30.
3MG1.2
31.
3MG1.2
32.
3MG1.2
33.
3MG1.3
34.
3MG1.3
35.
3MG1.3
36.
3MG2.1
37.
3MG2.1
38.
3MG2.2
39.
3MG2.2
40.
3MG2.2
41.
3MG2.3
42.
3MG2.3
43.
3MG2.3
44.
3MG2.3
45.
3SDAP1.2
46.
3SDAP1.2
47.
3SDAP1.2
48.
3SDAP1.3
49.
3SDAP1.3
50.
3SDAP1.3
Represent relationships of quantities in the form of mathematical expressions,
equations, or inequalities.
Solve simple problems involving a functional relationship between two quantities
(e.g., find the total cost of multiple items given the cost per unit).
Estimate or determine the area and volume of solid figures by covering them with
squares or by counting the number of cubes that would fill them.
Find the perimeter of a polygon with integer sides.
Identify, describe, and classify polygons (including pentagons, hexagons, and
octagons).
Identify attributes of triangles (e.g., two equal sides for the isosceles triangle, three
equal sides for the equilateral triangle, right angle for the right triangle).
Identify attributes of quadrilaterals (e.g., parallel sides for the parallelogram, right
angles for the rectangle, equal sides and right angles for the square).
Record the possible outcomes for a simple event (e.g., tossing a coin) and
systematically keep track of the outcomes when the event is repeated many times.
Summarize and display the results of probability experiments in a clear and
organized way (e.g., use a bar graph or a line plot).
out of 50
Assessment Resources 4
1–14
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73784_IRF_PT.indd 1–14
12/2/07 4:53:35 AM
Name
Date
Beginning of the
Year Inventory
Class Record Form
Beginning of the Year Inventory
Use the Beginning of the Year Inventory to identify your
students’ knowledge of the California Mathematics
Contents Standards of the past year.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
3NS1.3
2.
3NS1.3
3.
3NS1.3
4.
3NS1.5
5.
3NS1.5
6.
3NS1.5
7.
3NS2.1
8.
3NS2.1
9.
3NS2.1
10.
3NS2.2
11.
3NS2.2
12.
3NS2.2
13.
3NS2.3
14.
3NS2.3
15.
3NS2.3
16.
3NS2.4
17.
3NS2.4
18.
3NS2.4
19.
3NS3.2
20.
3NS3.2
21.
3NS3.2
22.
3NS3.3
23.
3NS3.3
24.
3NS3.3
25.
3AF1.1
Groups for Differentiated
Instruction
Identify the place value for each digit in numbers to 10,000.
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6)
Find the sum or difference of two whole numbers between
0 and 10,000.
Memorize to automaticity the multiplication table for numbers
between 1 and 10.
Use the inverse relationship of multiplication and division to
compute and check results.
Solve simple problems involving multiplication of multidigit
numbers by one-digit numbers (3,671 × 3 = __).
3
1
+_
Add and subtract simple fractions (e.g., determine that _
8
8
is
1
the same as _ ).
2
Solve problems involving addition, subtraction, multiplication,
and division of money amounts in decimal notation and
multiply and divide money amounts in decimal notation by
using whole-number multipliers and divisors.
Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities..
Assessment Resources 4
1–15
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73784_CRF_PT.indd 1–15
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Name
Date
Item
Number
California Mathematics Contents Standards
26.
3AF1.1
27.
3AF1.1
28.
3AF2.1
29.
3AF2.1
30.
3MG1.2
31.
3MG1.2
32.
3MG1.2
33.
3MG1.3
34.
3MG1.3
35.
3MG1.3
36.
3MG2.1
37.
3MG2.1
38.
3MG2.2
39.
3MG2.2
40.
3MG2.2
41.
3MG2.3
42.
3MG2.3
43.
3MG2.3
44.
3MG2.3
45.
3SDAP1.2
46.
3SDAP1.2
47.
3SDAP1.2
48.
3SDAP1.3
49.
3SDAP1.3
50.
3SDAP1.3
Beginning of the
Year Inventory
Groups for Differentiated
Instruction
Represent relationships of quantities in the form of
mathematical expressions, equations, or inequalities.
Solve simple problems involving a functional relationship
between two quantities (e.g., find the total cost of multiple
items given the cost per unit).
Estimate or determine the area and volume of solid figures
by covering them with squares or by counting the number of
cubes that would fill them.
Find the perimeter of a polygon with integer sides.
Identify, describe, and classify polygons (including pentagons,
hexagons, and octagons).
Identify attributes of triangles (e.g., two equal sides for the
isosceles triangle, three equal sides for the equilateral triangle,
right angle for the right triangle).
Identify attributes of quadrilaterals (e.g., parallel sides for the
parallelogram, right angles for the rectangle, equal sides and
right angles for the square).
Record the possible outcomes for a simple event (e.g., tossing
a coin) and systematically keep track of the outcomes when the
event is repeated many times.
Summarize and display the results of probability experiments in
a clear and organized way (e.g., use a bar graph or a line plot).
Assessment Resources 4
1–16
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73784_CRF_PT.indd 1–16
12/2/07 4:55:13 AM
Name
Unit 1 Prerequisite
Skills Test
Date
Unit 1 Prerequisite Skills Test
Answer the questions below.
1
3 NS 1.1
What is two thousand sixty-five written in standard form?
2,065
3 NS 1.1
2
What is 4,108 written in words?
four thousand, one
hundred eight
3 NS 1.1
3
How is five thousand two hundred nineteen written using numbers?
5,219
3 NS 1.1
4
Enrico wants to tell Ella that he has 1,210 rocks in his rock collection. How would he
say this in words?
one thousand,
two hundred ten
3 NS 1.1
5
Flora counts to eight thousand seven while her parents make dinner. How does she
write this number?
8,007
3 NS 1.5
6
Samuel has read 3,000 + 200 + 7 pages of a book. How many pages is this in
standard form?
3,207
3 NS 1.5
7
Jun wants to write 5,291 in expanded form. How does she write it?
5,000 + 200 + 90 + 1
Assessment Resources 4
1–17
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73744_U1_US.indd 1–17
11/29/07 1:24:47 PM
Name
Date
Unit 1 Prerequisite
Skills Test
3 NS 1.5
8
What is the expanded form of 7,480?
7,000 + 400 + 80
3 NS 1.5
9
How is 6,000 + 40 + 2 written in standard form?
6,042
3 NS 1.5
10
How is 1,908 written using expanded form?
1,000 + 900 + 8
3 NS 1.0
11
What four-number sequence shows skip-counting by 10s, starting with 340?
340, 350, 360, 370
3 NS 1.0
12
Julieta pays one dime for a piece of bubble gum. How much would it cost to get
3 pieces, 4 pieces, and 5 pieces? List all three prices.
$0.30, $0.40, $0.50
3 NS 1.0
13
What is the missing number in this sequence: 110, 120,
, 140, 150?
130
3 NS 1.0
14
Melvin skip-counts by tens from 700 to 800. He gets stuck at 770. What are the next
numbers he should say to finish counting to 800?
780, 790, 800
3 NS 1.0
15
What three-number sequence shows skip-counting by tens, starting with 550?
550, 560, 570
3 NS 1.4
16
What is 485 rounded to the nearest 10?
490
3 NS 1.2
17
What is an odd number between 83 and 91?
85, 87, or 89
Assessment Resources 4
1–18
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73744_U1_US.indd 1–18
11/29/07 1:24:52 PM
Name
Date
Unit 1 Prerequisite
Skills Test
3 NS 1.4
18
Adam needs 127 pieces of construction paper. The paper is sold in packs of 4.
How many pieces of paper will he have to buy?
130
3 NS 1.2
19
Mr. Vega’s class is trying to guess his age. He says that he is older than 40 but
younger than 46. His age also has a 5 in the ones place. How old is Mr. Vega?
45
3 NS 1.2
20
Last year, 98 students signed up for soccer. More children signed up this year than
last year. There cannot be more than 110 children in the soccer league. The number
of students in the league has a 7 in the ones places. How many children signed up to
play soccer?
107
Assessment Resources 4
1–19
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U1_US.indd 1–19
11/29/07 1:24:57 PM
Name
Date
Unit 1 Prerequisite
Skills Test
Individual Student Record Form
Unit 1 Prerequisite Skills Test
Use the Prerequisite Skills Test to identify your students’
mastery of the skills prerequisite to the unit. The item
analysis below will help you recognize strengths and
weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
3NS1.1
Count, read, and write whole numbers to 10,000.
2.
3NS1.1
3.
3NS1.1
4.
3NS1.1
5.
3NS1.1
6.
3NS1.5
7.
3NS1.5
8.
3NS1.5
9.
3NS1.5
10.
3NS1.5
11.
3NS1.0
12.
3NS1.0
13.
3NS1.0
14.
3NS1.0
15.
3NS1.0
16.
3NS1.4
Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
17.
3NS1.2
Compare and order whole numbers to 10,000.
18.
3NS1.4
Round off numbers to 10,000 to the nearest ten, hundred, and thousand.
19.
3NS1.2
Compare and order whole numbers to 10,000.
20.
3NS1.2
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6).
Students understand the place value of whole numbers.
out of 20
Assessment Resources 4
1–20
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73784_IRF_US_U1.indd 1–20
11/29/07 1:25:30 PM
Name
Date
Unit 1 Prerequisite
Skills Test
Class Record Form
Unit 1 Prerequisite Skills Test
Use the Prerequisite Skills Test to identify your students’
mastery of the skills prerequisite to the unit.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California State Standards
Groups for Differentiated Instruction
1.
3NS1.1
Count, read, and write whole numbers
to 10,000.
2.
3NS1.1
3.
3NS1.1
4.
3NS1.1
5.
3NS1.1
6.
3NS1.5
7.
3NS1.5
8.
3NS1.5
9.
3NS1.5
10.
3NS1.5
11.
3NS1.0
12.
3NS1.0
13.
3NS1.0
14.
3NS1.0
15.
3NS1.0
16.
3NS1.4
Round off numbers to 10,000 to the nearest ten,
hundred, and thousand.
17.
3NS1.2
Compare and order whole numbers to 10,000.
18.
3NS1.4
Round off numbers to 10,000 to the nearest ten,
hundred, and thousand.
19.
3NS1.2
Compare and order whole numbers to 10,000.
20.
3NS1.2
Use expanded notation to represent numbers
(e.g., 3,206 = 3,000 + 200 + 6).
Students understand the place value of whole
numbers.
1–21
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73784_CRF_US_U1.indd 1–21
12/2/07 5:07:37 AM
Name
Unit 1 Pretest
Date
Unit 1 Pretest
Solve.
1
4 NS 1.0
4 NS 1.0
How many hundreds are in
three million?
2
How many thousands are in
five million?
30,000
5,000
4 NS 1.0
3
4 NS 1.1
How many digits are in the
number 29,438?
4
Write 6,081 in words.
Six thousand,
eighty-one
5
4 NS 1.1
5
How is seven thousand, one hundred thirty-four written using numerals?
7,134
4 NS 1.0
6
What is the value of the nine in 1,493?
90
Write in standard form.
4 NS 1.1
7
Four hundred fifty-two million, eighty-seven thousand, five hundred sixteen
452,087,516
4 NS 1.1
8
70,000,000 + 2,000,000 + 500,000 + 90,000 + 1,000 + 300 + 20 + 6
72,591,326
4 NS 1.1
9
How is 832,492,371 written in expanded notation?
800,000,000 + 30,000,000 + 2,000,000 +
400,000 + 90,000 + 2,000 + 300 + 70 + 1
1–23
Assessment Resources 4
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U1_UP.indd 1–23
1/2/08 8:37:59 AM
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Nets Gr4 CA Math ‘08 Reprint 73744_U1_UP ljc 05-02-07 edit ds 05-08-07
1pp
Name
Unit 1 Pretest
Date
Use the number line to answer questions 10 and 11.
9,000 9,100 9,200 9,300 9,400 9,500 9,600 9,700 9,800 9,900 10,000
4 NS 1.2
10
Between which two numbers does 9,377 fall on the number line?
9,300 and 9,400
4 NS 1.2
11
Which number has the greatest value on the number line: 9,103; 9,341; or 9,099?
9,341
4 NS 1.2
12
What number falls between 9,700 and 9,800 and has 27 as its last two digits?
9,727
4 NS 1.2
13
How would the numbers 52,194; 25,419; 51,249; and 54,291 be listed from
least to greatest?
25,419; 51,249; 52,194; 54,291
4 NS 1.2
14
How would the numbers 78,390,126; 79,621,038; 79,830; and 78,693,012 be
listed from greatest to least?
79,621,038; 78,693,012; 78,390,126; 79,830
Round to the value of the underlined digit.
4 NS 1.3
15
6,820
4 NS 1.3
16
7,485
6,800
7,000
4 NS 1.3
4 NS 1.3
17
714,396,283
18
714,396,000
85,030,000
4 NS 1.1
19
What is 6,565 in expanded form?
4 NS 1.3
20
What is 23,638 rounded to the nearest
ten thousand?
20,000
6,000 + 500 + 60 + 5
Assessment Resources 4
85,026,288
1–24
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U1_UP.indd 1–24
1/25/08 11:52:30 AM
Name
Date
Unit 1 Pretest
Individual Student Record Form
Use the Unit Pretest to identify your students’ knowledge
of the skills in the upcoming unit. The item analysis below
will help you recognize strengths and weaknesses.
Item
Number
Correct
Response?
Indicate whether the student’s response was correct in the
column to the right of the item number.
California State Standards
1.
4NS1.0
Students understand the place value of whole numbers and decimals to
two decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
2.
4NS1.0
3.
4NS1.0
4.
4NS1.1
5.
4NS1.1
6.
4NS1.0
Students understand the place value of whole numbers and decimals to
two decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
7.
4NS1.1
Read and write whole numbers in the millions.
8.
4NS1.1
9.
4NS1.1
10.
4NS1.2
11.
4NS1.2
12.
4NS1.2
13.
4NS1.2
14.
4NS1.2
15.
4NS1.3
16.
4NS1.3
17.
4NS1.3
18.
4NS1.3
19.
4NS1.1
Read and write whole numbers in the millions.
20.
4NS1.0
Students understand the place of whole numbers and decimals to two
decimal places and how whole numbers and decimals relate to simple
fractions. Students use the concept of negative numbers.
Read and write whole numbers in the millions.
Order and compare whole numbers and decimals to two decimal places.
Round whole numbers through the millions to the nearest ten, hundred,
thousand, ten thousand, or hundred thousand.
out of 20
Assessment Resources 4
1–25
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73784_IRF_UP1.indd 1–25
11/29/07 1:27:21 PM
Name
Date
Unit 1 Pretest
Class Record Form
Unit 1 Pretest
Use the Unit Pretest to identify your students’ knowledge
of the California Mathematics Contents Standards in the
upcoming chapter.
Item
Number
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
4NS1.0
2.
4NS1.0
3.
4NS1.0
4.
4NS1.1
5.
4NS1.1
6.
4NS1.0
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
7.
4NS1.1
Read and write whole numbers in the millions.
8.
4NS1.1
9.
4NS1.1
10.
4NS1.2
11.
4NS1.2
12.
4NS1.2
13.
4NS1.2
14.
4NS1.2
15.
4NS1.3
16.
4NS1.3
17.
4NS1.3
18.
4NS1.3
19.
4NS1.1
Read and write whole numbers in the millions.
20.
4NS1.0
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
Groups for differentiated
instruction
Students understand the place value of whole numbers and decimals
to two decimal places and how whole numbers and decimals relate to
simple fractions. Students use the concept of negative numbers.
Read and write whole numbers in the millions.
Order and compare whole numbers and decimals to two decimal
places.
Round whole numbers through the millions to the nearest ten,
hundred, thousand, ten thousand, or hundred thousand.
Assessment Resources 4
1–26
Copyright © Houghton Mifflin Company. All rights reserved.
73784_CRF_UP1.indd 1–26
12/2/07 5:08:17 AM
Family Letter for Unit 1
Dear Family,
Vocabulary
During the next few weeks our math class
will be learning about place value of numbers
through hundred millions. We will be writing
numbers in standard form, word form, and
expanded form.
You can also expect to see work that provides
practice comparing, ordering, and rounding
numbers through hundred millions.
compare To examine numbers to find
if they are greater than, less than, or
equal to one another.
order To arrange numbers from
greatest to least or least to greatest.
round To express a number to the
nearest ten, hundred, thousand, or
another place value.
As we learn how to round numbers, you may
wish to use the following sample as a guide.
Rounding to the Nearest Thousand
thousands place
Follow these steps to round 63,825 to the
nearest thousand.
63,825
Step 1 Find the digit in the thousands place (3).
Step 2 Look at the digit in the place to the
right of the thousands place (8).
rounds to
64,000
greater than 5
• If that digit is less than 5, leave the digit in the
thousands place alone.
• If that digit is equal to or greater than 5, increase
the digit in the thousands place by 1.
Step 3 Change all of the digits to the right of the
thousands place to zeros.
The digit to the right of the thousands place is greater
than 5, so 63,825 rounded to the nearest thousand is 64,000.
Knowing about place value helps students
better understand the meaning of numbers and
allows them to use greater numbers to solve
problems.
Education Place
Visit www.eduplace.com/camaf/
for eGlossary, eGames, test-prep
practice, and more.
Sincerely,
Your Child’s Teacher
Chapter Resources 4
1–27
Copyright © Houghton Mifflin Company. All rights reserved.
73744_U01.EFL.indd 1–27
1/25/08 11:53:09 AM
Carta a la familia: Unidad 1
Estimada familia:
Vocabulario
Durante las próximas semanas, aprenderemos
sobre el valor posicional de los números hasta
los cien millones en la clase de matemáticas.
Escribiremos los números en forma normal, en
forma verbal y en forma extendida.
También verán que trabajaremos con ejercicios
para practicar cómo comparar, ordenar y
redondear números hasta los cien millones.
comparar Examinar números para
hallar si son mayores, menores o
iguales que otro.
ordenar Agrupar números de mayor
a menor o de menor a mayor.
redondear Aproximar un número a
la decena, centena, millar u otro valor
posicional más cercano.
Mientras aprendemos a redondear números,
pueden utilizar la siguiente muestra como guía.
Redondear al millar más cercano
posición de los millares
Sigan estos pasos para redondear
63,825 al millar más cercano.
63,825
se redondea a
64,000
mayor que 5
Paso 1 Hallen el dígito en la posición de los millares (3).
Paso 2 Observen el dígito que está en la posición a la
derecha de la posición de los millares (8).
• Si ese dígito es menor que 5, no hagan nada con
el dígito que está en la posición de los millares.
• Si ese dígito es igual o mayor que 5, sumen un 1
al dígito que está en la posición de los millares.
Paso 3 Cambien a cero todos los dígitos que estén
a la derecha de la posición de los millares.
El dígito que está a la derecha de la posición de los millares es mayor
que 5, por lo tanto 63,825 redondeado al millar más cercano es 64,000.
Al conocer el valor posicional, los estudiantes
pueden comprender mejor el significado de los
números y resolver problemas con números más
grandes.
Atentamente,
El maestro de su hijo
Recursos del capítulo 4
Visiten Education Place en
www.eduplace.com/camaf/,
donde encontrarán el glosario
electrónico, eGames, práctica
para preparación para exámenes
y más.
1–28
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73744_U01_SP.indd 1–28
11/29/07 1:28:19 PM
Name
Date
Chapter 1, Lesson 1
Lesson Quiz
Lesson 1 Quiz
Solve each problem.
1.
Patricia has $3.00 worth of pennies. How many pennies does she
have?
2.
Would you rather have 100 pieces of cereal or 1,000 pieces of
cereal in your breakfast bowl? Explain.
Lesson Quiz
Use with Chapter 1, Lesson 1
Copyright © Houghton Mifflin Company. All rights reserved.
Name
Date
Chapter 1, Lesson 2
Lesson Quiz
1–29
Use with Chapter 1, Lesson 2
Lesson 2 Quiz
Write each number in word form.
1.
86,476
2.
6,083
Write the value of the underlined digit.
3.
4__
73,265
4.
__862,379
Lesson Quiz
Copyright © Houghton Mifflin Company. All rights reserved.
CAPEG4_C01_LessonQuiz.indd 1–29
11/29/07 1:28:42 PM
Name
Chapter 1, Lesson 3
Lesson Quiz
Date
Lesson 3 Quiz
Use the table to answer the following questions.
-ILLIONS
HUNDREDS TENS ONES
!
"
4HOUSANDS
HUNDREDS TENS ONES
/NES
HUNDREDS TENS ONES
1.
Which digit has the greater value in the tens millions place?
2.
Which number has a greater value in the thousands period?
3.
Which place is 100 times greater than the tens thousands place?
4.
Which place is 1,000 times greater than the tens thousands
place?
Lesson Quiz
Use with Chapter 1, Lesson 3
Copyright © Houghton Mifflin Company. All rights reserved.
Name
Date
Chapter 1, Lesson 4
Lesson Quiz
Lesson 4 Quiz
Answer the questions.
1.
Write two 8-digit numbers that have an 8 in the tens millions
place, a 4 in the hundreds thousands place, and a 2 in the
hundreds place.
2.
Write 254,540,237 in expanded form.
Lesson Quiz
1–30
Use with Chapter 1, Lesson 4
Copyright © Houghton Mifflin Company. All rights reserved.
CAPEG4_C01_LessonQuiz.indd 1–30
11/29/07 1:28:47 PM
Name
Chapter 1, Lesson 1
Daily Routines
Date
Hands On: How Big Is 1 Million?
Problem of the Day
Gr3 NS 1.2
José scored 8,369 points playing Zap ‘Em. Linda scored 8,381 points
playing the same game. Who scored the most points?
Number Sense
Gr3 NS 3.2
Find each sum or difference.
1.
_1 + _3
2.
_4 + _3
3.
_6 - _3
4.
9
6
_
-_
5
9
7
5
9
7
10
10
Number of the Day
Gr3 NS 2.0
8
How can 8 be written as the answer to an addition, subtraction,
multiplication and division problem?
Facts Practice
NS 1.4
Round to the nearest ten.
1.
82
2.
45
3.
376
4.
817
5.
2,584
6.
6,437
Daily Routines
1–31
Use with Chapter 1, Lesson 1
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–31
1/25/08 11:54:14 AM
Name
Chapter 1, Lesson 1
Reteach
Date
Hands On: How Big Is
One Million?
CA Standard
NS 1.1
You will use a completed table to answer how long it will take to
save 1 million pennies if you save 10 pennies a day.
Number of Days
1 day
10 days
100 days
1,000 days
10,000 days
100,000 days
Number of Pennies
1 × 10 = 10 pennies
10 × 10 = 100 pennies
100 × 10 = 1,000 pennies
1,000 × 10 = 10,000 pennies
10,000 × 10 = 100,000 pennies
100,000 × 10 = 1,000,000 pennies
Step 1 Notice that each number of days
in the left column also appears in the right
column of the same row. The number
of days is multiplied by 10 pennies. The
product of these two numbers is the
number of pennies saved in that number
of days.
Step 2 To see how long it will take to
save 1 million pennies, identify 1 million
pennies in the right column of the chart.
Then identify the number that was
multiplied by 10 to find 1,000,000.
Solution: If you save 10 pennies a day, it would take 100,000 days to save 1 million
pennies.
Use the table to answer each question.
1.
How many tens are there in 100?
2.
10 tens
3.
How many tens are there in 1,000?
100 tens
How many tens are there in 100,000?
4.
10,000 tens
How many hundred thousands are
there in 1,000,000?
10 hundred thousands
Writing Math Look at the table. What happens to the product when one zero is
added to the number being multiplied by 10?
A
zero is added to the product.
___________________________________________________________________________
Reteach
1–32
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_RET.indd 1–32
11/29/07 1:31:14 PM
Name
Chapter 1, Lesson 1
Practice
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
A large container holds 1,000 paper clips. An office-supply store
has 1,000 containers of paper clips in stock. Complete the table to
show how many paper clips the store has in stock.
Number of Paper Clip
Containers
Number of Paper Clips
per Container
Total Number of Paper
Clips in Stock
1,000
10,000
50,000
100,000
1,000,000
1.
1
1,000
2.
10
3.
50
4.
100
5.
1,000
1,000
1,000
1,000
1,000
6.
How many paper clips does the store have in stock?
1 million or 1,000,000
Test Practice
Circle the letter of the correct answer.
7.
8.
Which number shows one half of 1 million?
A
50,000
C
500,000
B
5,000
D
5,000,000
Which number shows one tenth of 1 million?
A
100
C
10,000
B
1,000
D
100,000
Writing Math Would you use hundreds, thousands, or
millions to count the number of miles from the earth to the sun?
Explain your reasoning.
millions; Explanations may vary.
Practice
1–33
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_CH1L1_PRAC.indd 1–33
11/29/07 1:31:27 PM
Name
Chapter 1, Lesson 1
Enrichment
Date
The Way to a Million
CA Standard
NS 1.1
Complete the table to help you determine how many days it would
take to save 1 million pennies if you saved 100 pennies each day.
Then create another table to show how long it would take to reach
1 million pennies by saving 1,000 pennies each day.
Saving 100 Pennies Each Day
Number of Days
Number of Pennies
1 × 100 = 100 pennies
1 day
10 × 100 = 1,000 pennies
100 × 100 = 10,000 pennies
1,000 × 100 = 100,000 pennies
10,000 × 100 = 1,000,000 pennies
10 days
100 days
1,000 days
10,000 days
Saving 1,000 Pennies Each Day
Number of Days
1
10
100 days
1,000 days
Number of Pennies
1 × 1,000 = 1,000 pennies
10 × 1,000 = 10,000 pennies
100 × 1,000 = 100,000 pennies
1,000 × 1,000 = 1,000,000 pennies
Writing Math Explain why the two charts do not have the
same number of rows.
The second chart multiplies each number of
days by 1,000 instead of 100. The second chart
is shorter because you need fewer days to
reach 1 million pennies.
Enrichment
1–34
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_ENR.indd 1–34
11/29/07 1:31:41 PM
Chapter 1, Lesson 1
Name
Leveled Problem Solving
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
Solve.
1.
A man and woman won a prize of
$1,000,000. Soon they will receive a
check for that amount. However, if they
chose to take payment in one-dollar
bills, how many bills would they receive
in all?
2.
1,000,000 calls
1,000,000 bills
3.
A bank teller is putting pennies in rolls.
Each roll holds 100 pennies and the
bank teller has 1,000,000 pennies.
How many rolls will the teller need for
all of the pennies?
4.
Rudy makes a list of cities that have a
population of 100,000. How many of
these cities would Rudy need to list to
make a total population of 1 million?
6.
10 cities
Leveled Problem Solving
A sorting machine at the post office
divides 1,000,000 letters into 10 equal
groups. How many letters are there in
each group? Level II
100,000 letters
10,000 rolls
5.
A long-distance telephone company
has 1 million customers. On Monday,
each of these customers makes 1
telephone call. How many telephone
calls are placed by the company’s
customers that day? Level I
A factory manufactures thumbtacks.
Small boxes of thumbtacks are placed
in larger shipping cartons in the
warehouse. Each shipping carton
contains 1,000 thumbtacks. If there are
1 million thumbtacks in the warehouse,
how many cartons are there?Level III
1,000 cartons
1–35
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_PS.indd 1–35
11/29/07 1:32:09 PM
Name
Chapter 1, Lesson 1
Homework
Date
Hands On: How Big Is 1 Million?
CA Standard
NS 1.1
Use the chart to answer the following questions.
How many tens are in 1,000,000?
Step 1 Read through the chart to find an equation involving tens and 1 million.
Step 2 Find the line on the left-hand side of the chart that lists the equation
10 × 100,000 = 1,000,000. Read the right-hand side to make sure that this equation
relates to both tens and 1 million.
Step 3 Identify the number multiplied by 10 to find 1 million.
1 × 1,000,000 = 1,000,000
10 × 100,000 = 1,000,000
100 × 10,000 = 1,000,000
1,000 × 1,000 = 1,000,000
10,000 × 100 = 1,000,000
100,000 × 10 = 1,000,000
1,000,000 × 1 = 1,000,000
1 times 1 million = 1 million
10 times 1 hundred thousand = 1 million
100 times 10 thousand = 1 million
1,000 times 1 thousand = 1 million
10,000 times 1 hundred = 1 million
100,000 times ten = 1 million
1,000,000 times 1 = 1 million
Solution: There are 100,000 tens in 1,000,000.
1,000,000 ones
2. How many hundreds are there in 1,000,000? 10,000 hundreds
3. How many hundred thousands are in 1,000,000?10 hundred thousands
4. How many ten thousands are there in 1,000,000? 100 ten thousands
5. How many thousands are there in 1,000,000? 1,000 thousands
1.
How many ones are there in 1,000,000?
4QJSBM3FWJFX
(Grade 3, Chapter 2, Lesson 3) NS 1.4, NS 1.3
Round each number to the nearest ten and the nearest hundred.
660; 700
950; 900
6.
662 ______________________
8.
Harriet has 247 beads of various colors. Her goal is to have
about twice as many beads as this before she begins to make a
complicated necklace. If she rounds 247 to the nearest ten before
doubling the number, about how many beads will she use in all?
7.
946 ______________________
about 500 beads
Homework
1–36
Use with text pages 6–7.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L1_HMWK.indd 1–36
11/29/07 1:33:05 PM
Name
Chapter 1, Lesson 2
Daily Routines
Date
Place Value Through Hundred Thousands
Problem of the Day
MR 1.1
Approximately how long would it take you to put together a 50-piece
jigsaw puzzle: 30 minutes or 3,000 minutes?
Number Sense
Gr3NS 1.1
Use Workmat 2 to write each number.
1.
four thousand, six
2.
twenty-six thousand, nine hundred thirteen
3.
seventy-nine thousand, five hundred
4.
one hundred thirty-three thousand, eight hundred four
Number of the Day
NS 4.1
200
What are some ways to show 200?
Facts Practice
Gr3 NS 2.2
1.
66 - 12
2.
54 - 23
3.
102 - 18
4.
70 - 48
5.
91 - 75
6.
46 - 41
Daily Routines
1–37
Use with Chapter 1, Lesson 2
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–37
1/25/08 11:54:36 AM
Name
Chapter 1, Lesson 2
Reteach
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
You will write the number in the place-value chart two ways.
hundred
thousands
4
Thousands
ten
thousands
3
Ones
one
thousands
9
,
hundreds
1
tens
5
ones
8
Step 1 Look at the number and decide how many periods it contains.
Reading from the left, say the number aloud.
Step 2 Write the number in word form.
Four hundred thirty-nine thousand, one hundred fifty-eight.
Step 3 Write the number in standard form.
439,158
Write each number one other way. You can use a place-value chart to help you.
1.
125,312
one hundred twenty-five thousand, three
hundred twelve
2.
259,237
two hundred fifty-nine thousand, two
hundred thirty-seven
3.
three hundred seventeen thousand, two hundred nine
317,209
Writing Math Identify the value of the digit 5 in problem 1. Explain your answer.
I know that the 5 has a value of 5,000 because
the 5 is in the thousands place.
Reteach
1–38
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_RET.indd 1–38
11/29/07 1:33:23 PM
Name
Chapter 1, Lesson 2
Practice
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
Write the number in word form.
two hundred thirty thousand, four
hundred fifty-one
2. 137 thousand, 215 one hundred thirty-seven
thousand, two hundred fifteen
1.
230,451
Write the number in standard form.
3.
six hundred thirteen thousand, five hundred twenty-one
4.
five thousand, two hundred sixty-seven
613,521
5,267
Write the value of the underlined digit.
5.
5__
28
6.
20
__7,854
7.
7,000
2__
36,064
30,000
8.
32,__
888
800
Test Practice
Circle the letter of the correct answer.
9.
10.
What form is used to write the number in the statement below?
About 135,000 people live in my hometown.
A
standard
C
digit
B
period
D
word
Which of the following shows the number six thousand, seven hundred twenty?
A
6,720
C
60,270
B
6,270
D
67,200
Writing Math What is the value of the digit 5 in 356,017?
Explain how you found your answer.
fifty thousand or 50,000; Explanations may vary.
Practice
1–39
Use with text pages 8–10.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_CH1L2_PRAC.indd 1–39
11/29/07 1:33:37 PM
Name
Date
Greatest to Least
Chapter 1, Lesson 2
Enrichment
CA Standard
NS 1.0
You can create numbers of different values using the same digits.
Use any six of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to create ten
different 6-digit numbers. After you created the numbers, put them
in order of value from greatest to least.
1.
Students’ 6-digit numbers will vary.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Writing Math Explain how the same digit has two different
values in two of the numbers you created.
Answers will vary.
Enrichment
1–40
Use with text pages 8–10.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_ENR.indd 1–40
11/29/07 1:33:54 PM
Chapter 1, Lesson 2
Name
Leveled Problem Solving
Date
Place Value Through
Hundred Thousands
CA Standard
NS 1.0
Solve.
1.
What is the value of the underlined
digit in the number 410,327?
2.
three hundred
3.
How do you write five hundred ninetythree thousand, seven hundred forty in
standard form?
How do you write six hundred four
thousand, twenty-seven in standard
form?
4.
What is the value of the underlined
digit in the number 264,681?
Level II
four thousand
6.
What is the value of the underlined
digit in the number 809,425?
Level III
604,027
Leveled Problem Solving
I
275,000
593,740
5.
How do you write two hundred
seventy-five thousand in standard
form?
Level
zero
1–41
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_PS.indd 1–41
11/29/07 1:34:09 PM
Name
Chapter 1, Lesson 2
Homework
Date
Place Value Through Hundred
Thousands
CA Standard
NS 1.0
Write 328 thousand, 514 in two different ways.
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form.
Three hundred twenty-eight thousand, five hundred fourteen.
Step 3 Write the number in standard form.
328,514
Write each number in two other ways.
1.
246 thousand, 718
2.
246,718; two hundred
forty-six thousand,
seven hundred
eighteen
342 thousand, 159
342,159; three
hundred forty-two
thousand, one
hundred fifty-nine
Write the value of the underlined digit.
3.
76,982
900
4QJSBM3FWJFX
4.
66,424
6,000
5.
925,733
30
(Chapter 1, Lesson 1) KEY NS 1.1
Answer the following questions.
1,000,000 ones
hundreds
7. How many hundreds are there in 1 million? 10,000
______________________
6.
How many ones are there in 1 million? ______________________
8.
A media company divides 1 million copies of a new music CD into
100 equal groups before shipping the CDs to 100 stores. How
many CDs is the company shipping to each store?
10,000
CDs
________________________________________________________________________
Homework
1–42
Use with text pages 8–10
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L2_HMWK.indd 1–42
11/29/07 1:34:23 PM
Name
Chapter 1, Lesson 3
Daily Routines
Date
Place Value Through Hundred Millions
Problem of the Day
KEY NS 1.1
810,870 is written in which number form?
Number Sense Review
KEY NS 1.1
Use Workmat 2 to write the number seven hundred forty-three in
standard form.
Word of the Day
KEY NS 1.1
place value
How can place value help you tell the number of thousands
in 73,060?
Facts Practice
Gr3 NS 2.2
Multiply to find the product.
1.
10 × 5
2.
9×8
3.
3×7
4.
8×4
5.
5×5
6.
7×6
Daily Routines
1–43
Use with Chapter 1, Lesson 3
Copyright © Houghton Mifflin Company. All rights reserved.
C01_G4_CAMath_Daily Rout_T.indd 1–43
1/25/08 11:55:08 AM
Name
Date
Place Value Through Hundred
Millions
Chapter 1, Lesson 3
Reteach
CA Standard
NS 1.1
You will write the number in the place-value chart two ways.
Millions
Thousands
Ones
hundred ten
one
hundred
ten
one
millions millions millions thousands thousands thousands
hundreds tens ones
6
2
8
,
5
3
4
,
7
8
2
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form. Six hundred twenty-eight million, five hundred
thirty-four thousand, seven hundred eighty-two.
Step 3 Write the number in standard form.
628,534,782
Write each number one other way.
1.
450,870,235
four hundred fifty million, eight hundred
seventy thousand, two hundred thirty-five
2.
35,143,650
thirty-five million, one hundred forty-three
thousand, six hundred fifty
3.
six hundred fifteen million, four hundred seventy-five thousand
615,475,000
Writing Math Identify the value of the digit 8 in problem 1. Explain your answer.
I know that the 8 has a value of 800,000 because
the 8 is in the hundred thousands place.
Reteach
1–44
Use with text pages 12–15.
Copyright © Houghton Mifflin Company. All rights reserved.
73744_C1L3_RET.indd 1–44
11/29/07 1:35:09 PM
Name
Chapter 1, Lesson 3
Practice
Date
Place Value Through Hundred
Millions
CA Standard
NS 1.1
Write the number in word form.
two hundred thirty million, four
hundred fifty-one thousand
2. 715,413,068 seven hundred fifteen million, four
hundred thirteen thousand, sixty-eight
1.
230,451,000
Write the number in standard form.
3.
four hundred sixty-three million, three hundred forty-two thousand, seven hundred
five
4.
463,342,705
one hundred eighty-five million, three hundred twenty-eight thousand
185,328,000
Write the value of the 2 in each number.
5.
21,547
6.
20,000
54,285
7.
67,902
2
200
Test Practice
Circle the letter of the correct answer.
8.
Tell what form of the number is being used in the statement below.
Over 10,000,000 tacos were sold.
A
9.
standard
B
period
C
digit
D
word
Which of the following shows the number four hundred eleven million, seven hundred
twenty-five thousand, six?
A
4,117,256
B
411,725,006
C
401,725,060
D
4,011,725,006
Writing Math Write the value of the 4 in 648,396,178.
Explain how you found your answer.
40 million or 40,000,000; Explanations may vary.
Practice
1–45
Use with text pages 12–15.
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73744_CH1L3_PRAC.indd 1–45
11/29/07 1:35:24 PM
Name
Date
Least to Greatest
Chapter 1, Lesson 3
Enrichment
CA Standard
NS 1.1
You can create numbers of different values using the same digits.
Use any nine of the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9 to create eight
different 9-digit numbers. After you create the numbers, put them in
order of value from least to greatest.
1.
Students’ 9-digit numbers will vary.
2.
3.
4.
5.
6.
7.
8.
Writing Math Identify the 4 (or, if you did not use a 4, identify
another digit) that has the least value in the eight numbers you created.
Explain why its value is less than other 4s in your eight numbers.
Answers will vary.
Enrichment
1–46
Use with text pages 12–15.
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73744_C1L3_ENR.indd 1–46
11/29/07 1:35:38 PM
Chapter 1, Lesson 3
Name
Leveled Problem Solving
Date
Place Value Through
Hundred Millions
CA Standard
NS 1.1
Solve.
1.
What is the value of the underlined
digit in the number 539,721,004?
2.
20,000
3.
How do you write two hundred four
million, three hundred ninety-eight
thousand, two hundred in standard
form?
How do you write one hundred one
million, two hundred thirty thousand,
four in standard form?
4.
What is the value of the underlined
digit in the number 310,552,012?
Level II
ten million
6.
101,230,004
Leveled Problem Solving
I
51,000,000
204,398,200
5.
How do you write fifty-one million in
Level
standard form?
What are the values of the threes in the
number 233,059,023?
Level III
thirty million,
three million, three
1–47
Use with text pages 12–15.
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11/29/07 1:35:55 PM
Name
Date
Place Value Through Hundred
Millions
Chapter 1, Lesson 3
Homework
CA Standard
NS 1.1
Write 328 million, 541 thousand, 670 in two ways.
Step 1 Look at the number and decide how many periods it contains. Reading from
the left, say the number aloud.
Step 2 Write the number in word form.
Three hundred twenty-eight million, five hundred forty-one thousand, six hundred
seventy.
Step 3 Write the number in standard form.
328,541,670
Write each number in two other ways.
1.
612 million, 483 thousand, 125
six hundred twelve million, four hundred eightythree thousand, one hundred twenty-five;
612,483,125
2.
105 million, 602 thousand, 950
one hundred five million, six hundred two
thousand, nine hundred fifty; 105,602,950
Write the value of the underlined digit.
3.
90,000,000
600,000,000
7,000,0004. 496,021,795
5. 638,912,004
37,295,810
4QJSBM3FWJFX
(Chapter 1, Lesson 2) NS 1.0
Write each number in word form.
four hundred fifty-two thousand, eight
hundred fifty-nine
7. 283,107 two hundred eighty-three thousand, one
hundred seven
6.
452,859
8.
What is the value of the underlined digit in the number 385,526?
five hundred
Homework
1–48
Use with text pp. 12–15.
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73744_C1L3_HMWK.indd 1–48
11/29/07 1:36:26 PM
Name
Chapter 1, Lesson 4
Daily Routines
Date
Expanded Notation
NS 1.1
Problem of the Day
Cheryl read that the average distance between the sun and the planet
Mars is 141,620,000. What is the value of the digit 4 in this number?
How can this number be written in word form?
Measurement and Geometry
Gr3 MG 2.4
At the top of your whiteboard draw a right angle. Below the right
angle draw an angle less than a right angle. At the bottom of your
white board draw an angle greater than a right angle.
Word of the Day
NS 1.1
digit
Explain how an infinite number of numbers can be created using just
the digits 0, 1, 2, 3, 4, 5, 6, 7, 8, and 9.
Facts Practice
NS 1.1
Write the value of the underlined digit.
1.
6,083,394
2.
2,848,389
3.
15,928,431
4.
74,592,482
5.
194,682,581
6.
653,891,572
Daily Routines
1–49
Use with Chapter 1, Lesson 4
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C01_G4_CAMath_Daily Rout_T.indd 1–49
11/29/07 1:30:43 PM
Name
Chapter 1, Lesson 4
Reteach
Date
Expanded Notation
CA Standard
NS 1.1
You will use a place-value chart to write 3,147,230
in expanded form.
Step 1 Write the number 3,147,230 in the place-value chart.
Millions
hundreds tens ones
3
Thousands
hundreds tens ones
,
1
4
7
Ones
hundreds tens ones
,
2
3
0
Step 2 Look at the digit on the far left of the chart. The value of the 3 is 3,000,000.
Write this number with a plus sign.
3,000,000 +
Step 3 Continue through the chart from left to right, writing the value of each number
with a plus sign.
100,000 + 40,000 + 7,000 + 200 + 30
Solution: 3,000,000 + 100,000 + 40,000 + 7,000 + 200 + 30
Write the number in standard form. The values of each digit may
not be in order.
1.
7,000 + 50 + 600 + 20,000
2.
60,814
27,650
3.
40,000,000 + 100,000,000 + 5,000
+ 20,000 + 20
10 + 60,000 + 800 + 4
4.
3,000 + 70,000,000 + 4 + 90,000
70,093,004
140,025,020
Writing Math In problem 1, how can a number containing
five digits in standard form be shown as four numbers added together
in expanded form?
The 0 in the number’s standard form is not
represented in the number’s expanded form.
Reteach
1–50
Use with text pages 16–17.
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73744_C1L4_RET.indd 1–50
11/29/07 1:36:40 PM
Name
Date
Expanded Notation
Chapter 1, Lesson 4
Practice
CA Standard
NS 1.1
Write the number in expanded notation.
400,000 + 70,000 + 6,000 + 20 + 4
2. 81,006,435 80,000,000 + 1,000,000 + 6,000 +
400 + 30 + 5
1.
476,024
Write the number in standard form.
4,280,875
202,011,009
4. 200,000,000 + 2,000,000 + 10,000 + 1,000 + 9
3.
4,000,000 + 200,000 + 80,000 + 800 + 70 + 5
Test Practice
5.
Which of the following numbers written in standard form is the correct way to write
six hundred forty-seven million, fifty-three thousand, nineteen?
A
6,475,319
C
647,053,019
B
64,753,019
D
6,470,053,019
Circle the letter of the correct answer.
6.
Which of the following numbers written in expanded notation is the correct way to
write 203,001,510?
A
two million three, one thousand, five hundred ten
B
twenty-three million, one thousand, five hundred ten
C
two hundred three million, one hundred five thousand, ten
D
two hundred three million, one thousand, five hundred ten
Writing Math Which digits in problem 6 have the same value? Explain.
The four zeroes have the same value, though
they appear in four different place values. The
digit 0 has the same value in any place value.
Practice
1–51
Use with text pages 16–17.
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73744_CH1L4_PRAC.indd 1–51
11/29/07 1:36:58 PM
Name
Date
Hundred Millions Jumble
Chapter 1, Lesson 4
Enrichment
CA Standard
NS 1.1
There are several different forms for numbers in hundred millions.
The box below contains numbers in word form and expanded notation. First,
unscramble the numbers by arranging them in two groups according to their form.
Then, put each group of numbers together to create one number in the hundred
millions. Finally, write each of these numbers in standard form plus one other form.
four hundred
20
six thousand
4,000,000
eight hundred million
five hundred thousand
30,000
two
ten million
ninety thousand
600,000,000
three million
1.
Word Form:
eight hundred thirteen million, five hundred ninety-six
thousand, four hundred two; 813,596,402; 800,000,000
+ 10,000,000 + 3,000,000 + 500,000 + 90,000 + 6,000
+ 400 + 2
2.
Expanded Notation:
600,000,000 + 4,000,000 + 30,000 + 20; 604,030,020;
six hundred four million, thirty thousand, twenty
Writing Math Explain how the digit in the tens place of the number in
problem 1 is expressed in word form and how it is expressed in expanded form.
The digit is 0. Zeroes are not expressed in word form or
in expanded notation.
Enrichment
1–52
Use with text pages 16–17.
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73744_C1L4_ENR.indd 1–52
11/29/07 1:37:28 PM
Chapter 1, Lesson 4
Name
Leveled Problem Solving
Date
Expanded Notation
CA Standard
NS 1.1
Solve.
1.
Write 2,215,450 in expanded form.
2.
2,000,000 + 200,000
+ 10,000 + 5,000 +
400 + 50
3.
What is the correct way to write
206,503,028 in expanded form?
4.
Henry wrote the expanded form of
55,400,000 as 55,000,000 + 400,000.
Is he correct? Explain.
What is the correct way to write 1,000
+ 7,000,000 + 7 + 600,000,000
in standard form?
Level II
607,001,007
6.
No. 55,000,000 should
be written as
50,000,000 + 5,000,000.
Leveled Problem Solving
I
3,875,125
200,000,000 +
6,000,000 + 500,000
+ 3,000 + 20 + 8
5.
What is the correct way to write
3,000,000 + 800,000 + 70,000 +
5,000 + 100 + 20 + 5 in standard
Level
form?
1–53
Which is greater 30,000,000 +
4,000,000 + 50,000 + 300 or
30,000,000 + 4,000,000 + 5,000
+ 400? Explain.
Level
III
30,000,000 + 4,000,000
+ 50,000 + 300, because
34,050,300 is greater
than 34,005,400.
Use with text pages 16–17.
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73744_C1L4_PS.indd 1–53
11/29/07 1:37:43 PM
Name
Chapter 1, Lesson 4
Homework
Date
Expanded Notation
CA Standard
NS 1.1
Write 2,326,461 in expanded form.
Step 1 Write the number 2,326,461 in the place-value chart.
Millions
hundreds tens ones
2
Thousands
hundreds tens ones
,
3
6
2
Ones
hundreds tens ones
,
4
6
1
Step 2 Look at the digit on the far left of the chart. The value of the 2 is 2,000,000.
Write this number with a plus sign. 2,000,000 +
Step 3 Continue through the chart from left to right, writing the value of each number
with a plus sign. 300,000 + 20,000 + 6,000 + 400 + 60 + 1
Write the number in expanded form.
1.
2.
3.
4.
1,000,000 + 400,000 + 50,000 + 2,000 +
500 + 80
1,452,580
20,000,000 + 1,000,000 + 800,000 +
30,000 + 9,000 + 400 + 90 + 6
21,839,496
300,000,000 + 10,000,000 + 3,000,000
+ 400,000 + 7,000 + 200 + 3
313,407,203
805,003,205
800,000,000 + 5,000,000 + 3,000 +
200 + 5
4QJSBM3FWJFX
(Chapter 1, Lesson 2) NS 1.0
Write the value of the underlined digit.
2,000,000
3__
2,082,856
7.
Write four hundred six million, seven hundred twenty-two thousand, forty-one in
standard form.
6.
7__
39,556,103
30,000,000
5.
406,722,041
_______________________________________________________
Homework
1–54
Use with text pages 16–17.
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73744_C1L4_HMWK.indd 1–54
11/29/07 1:37:57 PM
Name
Chapter 1, Lesson 5
Daily Routines
Date
Problem Solving: Field Trip
Problem of the Day
NS 1.1
On his birthday, Ricardo calculated that he was 5,256,000 minutes
old. How can this number be written in expanded form?
Algebra and Functions
Gr 3 AF 2.2
Write the next number in each pattern below.
1.
4, 8, 12, 16 . . .
2.
6, 9, 12, 15 . . .
3.
11, 18, 25, 32 . . .
4.
20, 18, 16, 14 . . .
Number of the Day
NS 1.1
0
Write three numbers in the millions which have no hundred
thousands.
Facts Practice
NS 1.1
Write each number in expanded form.
1.
58,298
2.
79,092
3.
303,471
4.
4,371,090
5.
50,042,901
6.
785,391,087
Daily Routines
1–55
Use with Chapter 1, Lesson 5
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C01_G4_CAMath_Daily Rout_T.indd 1–55
11/29/07 1:30:52 PM
Name
Chapter 1 Test
Date
Chapter 1 Test
4NS1.1
Circle the letter of the correct answer.
4NS1.1
1
How many hundreds are in the
number 4,500?
A
20,000
4.5
B
2,000
B
45
C
200
C
450
D
20
D
45,000
4NS1.1
5
How many thousands are in the
number 30,000?
A
30,000
B
3,000
C
300
D
30
4NS1.1
3
How many hundreds are in the
number 2,000,000?
A
4NS1.1
2
4
40,000
B
4,000
C
400
D
40
Assessment Resources 4
A
388,000
B
388,425
C
425,000
D
425,388
4NS1.1
6
How many thousands are in the
number 4,000,000?
A
What is the standard form of three
hundred eighty-eight thousand, four
hundred twenty-five?
What is the word form of the
number 200,079?
A
two thousand, seventy-nine
B
twenty thousand, seventy-nine
C
two hundred thousand, seventy-nine
D
two hundred thousand, seven
hundred ninety
1–57
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Name
Chapter 1 Test
Date
4NS1.1
7
What is the value of the underlined
digit in the number 528,997?
4NS1.1
10
What is the value of the underlined
digit in the number 159,788,147?
A
5
A
5
B
500
B
5 thousands
C
50,000
C
5 millions
D
500,000
D
5 ten millions
4NS1.1
8
In 2000, the population of Santa
Barbara was 92,325. What does the
3 stand for in this number?
A
30 thousands
B
3 thousands
C
3 hundreds
D
3 tens
4NS1.1
11
What is the word form of the
number 18,045,072?
A
eighteen thousand, seventy-two
B
eighteen million, forty-five thousand,
seventy-two
C
eighteen million, forty-five thousand,
seven hundred twenty
D
eighteen million, four hundred fifty
thousand, seventy-two
4NS1.1
9
What is the standard form of the
number four hundred five million,
two hundred thirty-five thousand,
one hundred?
A
405,000
B
405,235
C
405,235,000
D
405,235,100
Assessment Resources 4
4NS1.1
12
In the year 2000, the population of
Los Angeles was 3,694,820. What is
the value of the 3 in this number?
A
3 millions
B
3 thousands
C
3 hundreds
D
3
1–58
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11/29/07 1:38:40 PM
Name
Chapter 1 Test
Date
4NS1.1
13
What is the number 875 written in
expanded notation?
4NS1.1
16
What is the standard form of the
number 9,000,000 + 400,000 +
200 + 20 + 4?
A
875
B
800 + 75
A
9,400,224
C
800 + 70 + 5
B
9,422,400
D
870 + 5
C
90,400,224
D
90,004,224
4NS1.1
14
What is the number 56,094 written
in expanded notation?
4MR1.2
17
Carrie’s zip code is 14534. What is
the value of the 3 in the zip code?
A
56,000 + 90 + 4
B
50,000 + 6,000 + 90 + 4
A
3,000
C
50,000 + 6,000 + 94
B
300
D
56,000 + 94
C
3
D
30
4NS1.1
15
What is the standard form of the
number 4,000,000 + 200,000 +
30,000 + 8,000 + 60 + 6?
A
423,866
B
4,230,866
C
4,238,066
D
40,238,066
Assessment Resources 4
4MR1.2
18
Claudio’s little sister asked him
what the 5 in 2,450,972 means.
What should he tell her?
A
five thousand
B
fifty thousand
C
five hundred thousand
D
five million
1–59
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11/29/07 1:38:45 PM
Name
Chapter 1 Test
Date
4NS1.1
19
The land area of Alaska is
365,000,000 acres. How is that
number written in word form?
20
A
three million six hundred fifty
thousand acres
B
thirty-six million five hundred
thousand acres
C
three hundred sixty-five million acres
D
three billion, six hundred fifty million
acres
Assessment Resources 4
4MR1.2
Margot has a collection of 4,531
coins. She wrote the number in
expanded form as 4,000 + 500 + 1.
What number is Margot missing?
A
3
B
30
C
300
D
3,000
1–60
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Name
Date
Chapter 1 Test
Individual Student Record Form
Use the chapter test to identify your students’ mastery of
the skills in the chapter. The item analysis below will help
you recognize strengths and weaknesses.
Correct
Answer
Student
Response
Record the student’s response in the column to the right
of the correct answer.
California State Standards
1. B
4NS1.1
Read and write whole numbers in the millions.
2. D
4NS1.1
3. B
4NS1.1
4. A
4NS1.1
5. B
4NS1.1
6. C
4NS1.1
7. D
4NS1.1
8. C
4NS1.1
9. D
4NS1.1
10. D
4NS1.1
11. B
4NS1.1
12. A
4NS1.1
13. C
4NS1.1
14. B
4NS1.1
15. C
4NS1.1
16. A
4NS1.1
17. D
4MR1.2
18. B
4MR1.2
19. C
4NS1.1
Read and write whole numbers in the millions.
20. B
4MR1.2
Determine when and how to break a problem into simpler parts.
Determine when and how to break a problem into simpler parts.
out of 20
Assessment Resources 4
1–61
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Teacher Name
Date
Chapter 1 Test
Class Record Form
Chapter 1 Test
Use the chapter test to identify your students’ mastery
of the California Mathematics Contents Standards in the
chapter.
Item
The record below will allow you to group students for
differentiated instruction.
California Mathematics Contents Standards
1.
4NS1.1
2.
4NS1.1
3.
4NS1.1
4.
4NS1.1
5.
4NS1.1
6.
4NS1.1
7.
4NS1.1
8.
4NS1.1
9.
4NS1.1
10.
4NS1.1
11.
4NS1.1
12.
4NS1.1
13.
4NS1.1
14.
4NS1.1
15.
4NS1.1
16.
4NS1.1
17.
18.
4MR1.2 Determine when and how to break a problem
into simpler parts.
4MR1.2
19.
4NS1.1
20.
4MR1.2 Determine when and how to break a problem
into simpler parts.
Groups for differentiated instruction
Read and write whole numbers in the millions.
Read and write whole numbers in the millions.
1–62
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