unit 1 place value and whole numbers - math … 1 – media lesson 1 unit 1 – place value and...

Unit 1 – Media Lesson

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UNIT 1 – PLACE VALUE AND WHOLE NUMBERS

INTRODUCTION

We will begin our study of Arithmetic by learning about the number system we use today. The Base-10 Number

System or Hindu-Arabic Numeral System began its development in India in approximately 50 BC. By the 10th

century, the system had made its way west to the Middle East where it was adopted and adapted by Arab

mathematicians. This number system moved further west to Europe in the early 13th century when the Italian

mathematician Fibonacci recognized its efficiency and promoted its use. In this lesson, we will learn the basics

that make this number system so useful including decomposing numbers, regrouping numbers, and place value.

The table below shows the learning objectives that are the achievement goal for this unit. Read through them

carefully now to gain initial exposure to the terms and concept names for the lesson. Refer back to the list at the

end of the lesson to see if you can perform each objective.

Learning Objective Media Examples You Try

Use base 10 blocks to represent a number 1 2

Decompose and regroup a number using base 10 blocks 3 4

Write numbers in place value, extended form, and word form 5 6

Identify place values for large numbers 7 8

Write word names for large numbers 9 10

Order numbers using place value 11 12

Round numbers using place value 13 14

Identify addition application problems 15

Add with base blocks and a standard algorithm 16 19

Identify subtraction application problems 17

Subtract with base blocks and a standard algorithm 18 19

Identify multiplication application problems 20

Multiply with base blocks, an extended algorithm, and a standard

algorithm

21 22

Identify division application problems 23

Divide with base blocks, an extended algorithm, and a standard

algorithm

24 25


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UNIT 1 − MEDIA LESSON

SECTION 1.1: USING BASE BLOCKS TO REPRESENT WHOLE NUMBERS Whole numbers are often referred to as “the counting numbers plus the number 0”. The first few whole numbers

are written as:

0, 1, 2, 3, 4, 5, 6, 7, 8, 9, 10, 11 …

There are ten digits that we can use to represent any whole number. They are

0, 1, 2, 3, 4, 5, 6, 7, 8, 9

In order to visualize our Base-10 number system, we will first introduce Base-10 number blocks. We will use

three different types of blocks; units, rods and flats. The table below displays pictures of these blocks and how

you should draw them in your work.

A unit represents the number 1.

A rod is made up of 10 units and represents the number 10.

A flat is made up of 10 rods and represents the number 100.

Problem 1 MEDIA EXAMPLE - Using Base Blocks to Represent Numbers

Use Base-10 blocks to represent the following numbers.

Number Picture Number of Base – 10 Blocks

a)

152

____ flats + ______ rods + ______ units

b)

304

____ flats + ______ rods + ______ units

c)

210

____ flats + ______ rods + ______ units


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Problem 2 YOU-TRY - Using Base Blocks to Represent Numbers

Use Base-10 blocks to represent the following numbers.

Number Picture Number of Base – 10 Blocks

a) 170

____ flats + ______ rods + ______ units

b) 386

____ flats + ______ rods + ______ units

SECTION 1.2: DECOMPOSING AND REGROUPING NUMBERS

You may have noticed the relationships between base blocks involve multiples of 10, the number base for our

system. We can use this relationship to rewrite a number using different amounts of base blocks. We will call

this decomposing our regrouping the base blocks that represent a number.

Decomposing numbers means to break a number into two or more groups so that the combined amount in the

groups is equivalent to the original amount.

Regrouping numbers means to combine 10 or more of one type of a base block into the next largest base block

so that the regrouping is equivalent to the original amount.

Problem 3 MEDIA EXAMPLE – Decomposing and Regrouping Numbers Using Base–10 Blocks

a) Write the given quantity using the least amount of Base-10 blocks. Then decompose at least one block to

create an equivalent number with a different base-10 block representation.

Given

Quantity

Picture as Base-10 Blocks Picture of Decomposition

312

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s


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b) Write the given quantity using the given amount of Base-10 blocks. Then regroup the blocks to represent

this amount using the least amount of base blocks.

Given

Quantity

Picture as Base-10 Blocks Picture of Regrouping

4 hundreds

9 tens

13 ones

Number:________

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s

Problem 4 YOU-TRY - Decomposing and Regrouping Numbers Using Base–10 Blocks

Write the given quantity using the given amount of Base-10 blocks. Then regroup the blocks to represent this

amount using the least amount of base blocks.

.

Given

Quantity

Picture as Base-10 Blocks Picture of Regrouping

2 hundreds

11 tens

5 ones

Number:________

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s

____ flats + ______ rods + ______ units

____ 100’s + _____ 10’s + ______ 1’s

SECTION 1.3: WRITING NUMBERS IN VARIOUS FORMS The expanded form of a number is the number written as the sum of its base-10 components.

The place value form of a number is the typical way you expect to see a quantity written with numerals. It is

based on the idea that the placement of each numeral determines the value of the quantity.

The word name of a number is the way we write and say a number.

Important Notes on the Word Name for a Number:

1. We do not use the word “and” when writing a word name for a whole number. This word will be used

later to connect a whole number with a fraction or decimal.

2. We use a hyphen to connect the tens and ones place of a whole number if these digits cannot be written

as a single word.


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Problem 5 MEDIA EXAMPLE - Writing the Expanded Form, Word Name and Place Value Form

Write the following numbers in the indicated forms.

a) 437

Place Value Form in a Table:

Expanded Form: ________________________ Word Name: ____________________________

b) Eight hundred twelve


Number Form: __________________ Expanded Form: ____________________________

c) 900 + 40 + 6


Number Form: _____________ Word Name: ____________________________

Problem 6 YOU-TRY - Writing the Expanded, Word Name and Place Value Form

Write the number in expanded form, place value form (in a chart) and word name form.

736


Expanded Form: _______________________ Word Name: ________________________________


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SECTION 1.4: EXTENDING PLACE VALUE TO LARGER NUMBERS Our Place Value System is partitioned into groups of three all based on hundreds, tens and ones. Each Place

Value is 10 times as large as the unit to the right of it. In this section, we will identify these place values and

represent them as words and numbers.

Problem 7 MEDIA EXAMPLE – Identifying the Place Value for Larger Numbers

Place the number 261,942,037,524 in the place value chart below and answer the corresponding questions.

a) Determine the place value for the digit 9 and write what it represents as a word and a number.

b) Determine the digit in the ten thousand’s place and write what it represents as a word and a number.

Problem 8 YOU-TRY - Identifying the Place Value for Larger Numbers

Place the number 472,942,635,524 in the place value chart below and answer the corresponding questions.

a) Determine the place value for the digit 7 and write what it represents as a word and a number.

b) Determine the digit in the hundred thousand’s place and write what it represents as a word and a

number.


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SECTION 1.5: WRITING WORD NAMES FOR LARGE NUMBERS In this section, we will write word names for large numbers. Here’s a general strategy for this process.

1. Write the number between 1 and 999 in each subgrouping. Write the grouping value from the top of the

place value chart after this number.

2. Place a comma in between each grouping value.

3. We don’t use the word “and” in between the groupings.

Problem 9 MEDIA EXAMPLE - Writing Word Names for Large Numbers

Place the numbers below in the place value chart. Use the chart to assist you in writing the word name for the

number.

a) 1,502,063

Word Name: ___________________________________________________________________________

b) 6,210,035,427

Word Name: ___________________________________________________________________________

Problem 10 YOU-TRY - Writing Word Names for Large Numbers

Place the number below in the place value chart. Use the chart to assist you in writing the word name for the

number.

87,410,602

Word Name: ___________________________________________________________________________


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SECTION 1.6: ORDERING NUMBERS USING PLACE VALUE When we are given a set of numbers and list them from smallest to largest (or least to greatest) from left to

right, we call this ordering the numbers.

Here is a general strategy:

1. To order two or more whole numbers, we can compare place values from left to right.

2. When we find the largest place value where two numbers differ, the number with the larger digit in this

place value is larger. The number with the smaller digit in this place value is smaller.

3. If there are more than 2 numbers to compare, keep track of the smallest and largest numbers in the list

until you have ordered all of the numbers.

Problem 11 MEDIA EXAMPLE - Ordering Numbers Using Place Value

Order the numbers below from smallest to largest. Use the place value chart to organize your work.

37, 87, 127, 131, 32, 139, 272, 244

100’s 10’s 1’s

Problem 12 YOU-TRY - Ordering Numbers Using Place Value

Order the numbers below from smallest to largest. Use the place value chart to the right to organize your work.

273, 254, 209, 97, 734, 3, 293, 89

100’s 10’s 1’s


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SECTION 1.7: ROUNDING NUMBERS USING PLACE VALUE To round a number means to approximate that number by replacing it with another number that is “close” in

value. Rounding is often used when estimating.

For rounding, we will follow the process below.

1. Rounding up when the place value after the digit we are rounding to is 5 or greater.

2. Rounding down when the place value after the digit we are rounding to is less than 5.

Problem 13 MEDIA EXAMPLE - Rounding Numbers Using Place Value

Write the given numbers in the place value chart and then round to the indicated place value.

a) 6,372

Rounded to the thousand: __________________

Rounded to the hundred: _______________________

b) 74,193,417

Rounded to the nearest ten million: __________________

Rounded to the nearest hundred thousand: _______________________

Problem 14 YOU-TRY - Rounding Numbers Using Place Value

Write 37,912,476 in the place value chart and then round to the indicated place value.

Rounded to the nearest ten thousand: __________________

Rounded to the nearest million: _______________________


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SECTION 1.8: ADDING AND SUBTRACTING WHOLE NUMBERS You probably are familiar with the operation of addition. We use it in our daily lives when we estimate our

grocery bill or figure out the score in a sport. Now we will look at different ways to think of addition with

practical examples and learn how to model addition problems to deepen our understanding.

Problem 15 MEDIA EXAMPLE - What is Addition?

a) Glenn is at school 2 miles from his house. He then walks 3 miles to a store in the opposite direction of

his house. How far is his house from the store?

b) Sharon bought 3 apples and 4 bananas. How many pieces of fruit did she buy altogether?

Problem 16 MEDIA EXAMPLE – Adding Whole Numbers Using Base Blocks

Problem Represent with Blocks Represent with Algorithm

a) 102 + 53

b) 125 + 37

Problem 17 MEDIA EXAMPLE – What is Subtraction?

Definitions: In a comparison problem, two values are being compared. In a take away problem, a part is being

taken away from a whole.

Directions: Determine whether the following subtraction problems are comparison or take away problems and

find their results. State what is being compared or what is being taken away from a whole.

a) Isabella jogged 8 miles on Monday and 14 miles on Tuesday. How much more did she jog on Tuesday?

b) Alfinio had 23 marbles and lost 9 in a contest. How many marbles does he have left?


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Problem 18 MEDIA EXAMPLE – Subtracting Whole Numbers Using Base Blocks

Use the indicated method to subtract the numbers using base blocks and the corresponding algorithm.


a) 318 − 123

Use Take Away

Method

b) 107 − 86

Use Comparison

Method

Problem 19 YOU-TRY – Adding and Subtracting Whole Numbers Using Base Blocks

Use the method of your choice to subtract the numbers using base blocks and then subtract using the standard

algorithm.


a) 207 + 189

b) 236 − 154


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SECTION 1.9: MULTIPLYING WHOLE NUMBERS We will begin our investigation of multiplication by looking at word problems that use multiplication in

different ways. First we describe various language and notations used in multiplication.

Language and Notation of Multiplication

We call the numbers we are multiplying, factors and the result is called the product.

In words, we may say any of the following.

5 times 3 the product of 5 and 3 5 copies of 3 5 multiplied by 3 5 groups of 3

We may use any of the notations below to request this product.

5 × 3 𝑜𝑟 5 ∙ 3 𝑜𝑟 5(3) 𝑜𝑟 (5)(3)

Problem 20 MEDIA EXAMPLE – Multiplication Applications, Language, and Notation

Solve the following multiplication problems.

a) Bernadette is having a party. She invites 5 friends over and is going to make 3 cupcakes per friend. How

many cupcakes does she need for her friends?

b) You are purchasing 5 DVD’s at a cost of $3 per CD. What is the total cost?

c) You are carpeting a utility room in your house that is 5 feet by 3 feet. How many square feet of carpet do

you need?

d) You are walking at a rate of 3 miles per hour for 5 hours. How many miles have you walked?


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Problem 21 MEDIA EXAMPLE – Using Base Blocks to Multiply Integers

a) Draw the outline of the rectangle that represents the multiplication problem 14 ∙ 23 on the grid below.

b) Use base blocks to represent the area in the gridded rectangle. Determine the number of flats, rods and units

that make up the rectangle and simplify your results by regrouping. Write your final answer in place value

form.

Number of Base Blocks Regrouping of Base Blocks Product

Flats:_________

Rods:_________

Units:_________

Flats:_________

Rods:_________

Units:_________

Result: 14 ∙ 23 =

c) Represent this multiplication using the extended algorithm.

d) Represent this multiplication using the standard algorithm.


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Problem 22 YOU TRY – Using Base Blocks to Multiply Integers

a) Draw the outline of the rectangle that represents the multiplication problem 25 ∙ 32 on the grid below.

b) Use base blocks to represent the area in the gridded rectangle. Determine the number of flats, rods and units

that make up the rectangle and simplify your results by regrouping. Write your final answer in place value

form.

Number of Base Blocks Regrouping of Base Blocks Product

Flats:_________

Rods:_________

Units:_________

Flats:_________

Rods:_________

Units:_________

Result: 25 ∙ 32 =

c) Represent this multiplication using the standard algorithm.


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SECTION 1.10: DIVIDING WHOLE NUMBERS We will begin our investigation of division by looking at word problems that use division in different ways.

First we describe various language and notations used in division.

Language and Notation of Division

We call the number we are dividing the dividend, the number we are dividing by the divisor and the result is

called the quotient.

In words, we may say any of the following.

12 divided by 4 4 into 12 12 over 4 (fraction form) the quotient of 12 and 4

How many groups of size 4 are in 12? If 12 is broken into 4 equal groups, what is the size of each group?

We may use any of the notations below to request this quotient.

12 ÷ 4 𝑜𝑟 12 ÷ (4) 𝑜𝑟 𝑜𝑟 (12) ÷ (4) 𝑜𝑟 12

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Problem 23 MEDIA EXAMPLE – Division Applications, Language and Notation

a) Adrienne has just bought 12 lollipops for her 4 friends. How many lollipops will each friend receive if

they are shared equally?

b) Crystal has 12 bananas. She needs 4 bananas to make a banana cream pie. How many pies can she

make?


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Problem 24 MEDIA EXAMPLE – Using Base Blocks and Algorithms to Divide Integers

Use base blocks to determine the 564 ÷ 4.

a) Represent 564 with base blocks.

b) Use the four bins below to show how you partitioned the base blocks into 4 equally sized groups.

Group 1 Group 2 Group 3 Group 4

Result: 564 ÷ 4 =

c) Find 564 ÷ 4 using the Extended Algorithm. Use the base blocks from part b to help you visualize this

process.

d) Find 564 ÷ 4 using the Standard Algorithm for division.


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Problem 25 YOU TRY – Using Base Blocks to Divide Integers

Use base blocks to determine the 462 ÷ 3.

a) Represent 462 with base blocks.

b) Use the three bins below to show how you partitioned the base blocks into 3 equally sized groups

Group 1 Group 2 Group 3

Result: 462 ÷ 3 =

c) Find 462 ÷ 3 using the standard algorithm for division.

unit 1 place value and whole numbers - math … 1 – media lesson 1 unit 1 – place value and...

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