NEWSLETTER

4 Module 1

Core Focus Ideas for Home

• Number: Reading and writing six-digit numbers and working with place value • Find six-digit numbers like
• Multiplication: Extending the twos, fours, eights, and tens facts city populations, or make up
and exploring patterns your own, and ask your child
to read them out loud.

Number • Compare six-digit numbers

and ask your child to explain
• Number sense strategies from previous grades now extend to six-digit numbers.
why one number is greater
Students learn to read, write, draw, compare, and order these numbers using
or less than another.
familiar and new models.
• Six-digit numbers are read in groups of three digits (starting from the left). Glossary
Use of the numeral expander in all these lessons help students make sense of
Numeral expanders show
reading and ordering these numbers. The abacus also helps students visualize
how the position of each digit
place value.
in a number represents a
Number: Reading and writing six-digit numbers
designated place value.
1.4
(with teens and zeros)
6 2 9 5 4
Write digits on the expander to match the
Step In number shown on the abacus.
An abacus is a calculation
H T O
Thousands
H T O
Ones
tool that excels at
How could the expander help you figure out how to say the number name? demonstrating place value.
Write the number name.
In this lesson, students use a numeral expander to read For example, this model
and write six-digit numbers. An abacus is used to represent
shows how 3 ten-thousands
these numbers.
Write the number on the expander to match this abacus. is the same as 3 × 10,000,
and so on.
1.7 Number: Working with place value
How would you say the number name? H T O H T O
How did the expander help you? Thousands Ones

Step In What number is shown on this abacus?

1. Look at the abacus. Write the matching number on the expander.
Step Up Then writeifthe
How does the value change thenumber
bead isname.
moved
to a rod on either side? TTh Th H T Ones
H T O H T O
Thousands Ones
The value is 10 times greater
if moved one rod to the left. I
divide the value by 10 if the bead
is moved one rod to the right.
Helpful videos
What does this chart show? View these short one-minute
H T O H T O
Thousands Ones Thousands Ones
videos to see these ideas
© ORIGO Education

H T O H T O
1,000 is 10 times greater in action.
♦ 14 than 100, or 100 times ORIGO Stepping Stones  • Grade 4 • 1.4
greater than 10. What
else do you notice? ×10 ×10 ×10 ×10 ×10
www.bit.ly/O1_9
In this lesson, students consider the role of place value to
How would the value of each place change if you started at the left side of the
chart and moved to the right?
write six-digit numbers. They use an abacus model and
www.bit.ly/O1_33
1. Write 10, 100, or 1,000 to make each statement true.
place-value
Step Up chart
Use theto assist
above in creating
place-value chart to helpnew numbers.
your thinking.

a.
100,000 is times greater than 10,000.

b.
1,000 is times greater than 10.

c.
100,000 is times greater than 1,000.
© ORIGO Education

d.
10,000 is times greater than 100.
©�ORIGO�Education

♦ 24 ORIGO Stepping Stones  • Grade 4 • 1.7

1
NEWSLETTER

4 Module 1

Multiplication
Ideas for Home
• Students extend multiplication strategies that were explained in earlier grade levels
• Practice the doubles
to multiply one- and two-digit numbers, including the double-double strategy and the
strategy with household
double-double-double strategy.
items. Four pairs of shoes
1.10 Multiplication: Extending the fours and eights facts
is double double the total
number of shoes, or double
Step In How many stickers are on this sheet? STICKERS double 6 would describe the
How would you calculate the number
of stickers on four of these sheets? total number of eggs in two
full cartons.
I can extend the double-double strategy.
Double 24 is 48. Double 48 is 96.

What should you write in this diagram

×2 ×2
Glossary
In this lesson,
to show students
the total number extend strategies to multiply
of stickers?

one- and two-digit numbers. 24 The doubles strategy

×4
is a method of mental
• Students explore patterns
Andrea buys involving place value
eight sheets of stickers. × 2 in multiplication.
×2 ×2 The numeral multiplication. If a number
How would you calculate the total
expander provides a place-value
numbers model that discourages inaccurate explanations
of stickers she buys?
is multiplied by a power of
Write numbers in each box to show
like I add zeros when
yourIthinking.
multiply by multiples of 10. ≈ two, the calculation can be
performed by repeatedly
Step Multiplication:
1.12 Up 1. Write theExploring patterns
doubles. Then complete the equation.
doubling the numbers. For
a. b. c.
Step In
8 ≈ 15 = 4 ≈ 12 = 8 ≈ 25 =
What is the same about these quantities? What is different?
example, 4 ≈ 8 = 32 is the
30
Double 15 = Double = Double = same as 4 ≈ 2 ≈ 2 ≈ 2, or
3 ≈ 4 ones = 1 2
Double 30 = 60 Double = Double = double double double 4.
© ORIGO Education

1 2 Double 0
Double 60 = 3 ≈ 4 tens = =

♦ 32
3 ≈ 4 hundreds = 1 2 0 ORIGO0Stepping Stones  • Grade 4 • 1.10

3 ≈ 4 thousands = 1 2 0 0 0
What is another way to say the last three products?
What are the different ways you could say the products of these?

4 ≈ 6 tens = 4 ≈ 6 hundreds =

4 ≈ 6 thousands =

TheStep
numeral
Up 1. expander
Use a pattern toshows that
help you write the3 × 4 tens equal 12
products.
tens, which is the same as 120, etc. Accurate place-value
a.
× 2 ones = 12
language 6supports deep understanding
ones so 6 × 2 = 12 and
of multiplying
dividing
b. by magnitudes of ten.
6 × 2 tens = tens so 6 × 20 =

c.
6 × 2 hundreds = hundreds so 6 × 200 =
© ORIGO Education

d.
6 × 2 thousands = thousands so 6 × 2,000 =

♦ 38 ORIGO Stepping Stones  • Grade 4 • 1.12

©�ORIGO�Education