A focused Grade 4 learning session for Reading and Writing Multi-Digit Whole Numbers using visual models, worked examples, strategy guidance, and a short mastery check.
Student goal: I can read and write multi-digit whole numbers in different forms.
Reading and Writing Multi-Digit Whole Numbers means using place value, operations, and equations to reason accurately with numbers.
Question: Use this place-value chart: What is the standard numeral?
| Hundred-Thousands | Ten-Thousands | Thousands | Hundreds | Tens | Ones |
|---|---|---|---|---|---|
| 4 | 1 | 8 | 5 | 2 | 3 |
Why it works: From the chart: \(4\) hundred-thousands, \(1\) ten-thousand, \(8\) thousands, \(5\) hundreds, \(2\) tens, \(3\) ones \(= 418{,}523\) \checkmark
Answer: \(418{,}523\)
Question: Which number has a \(4\) in the hundreds place? Use this expanded form reference:
| Number | Thousands | Hundreds | Tens | Ones |
|---|---|---|---|---|
| Option A | 2 | 4 | 1 | 5 |
| Option B | 4 | 2 | 1 | 5 |
| Option C | 1 | 2 | 4 | 5 |
| Option D | 2 | 5 | 4 | 1 |
Answer: \(2{,}415\)
Question: Expand \(2{,}814\) using the place-value model:
| Thousands | Hundreds | Tens | Ones |
|---|---|---|---|
| 2 | 8 | 1 | 4 |
Answer: \(2{,}000+800+10+4\)
Question: A city library has \(287{,}654\) books. How is this number read?
Why it works: Breaking it: \(287\) thousands ("two hundred eighty-seven thousand") and \(654\) ones ("six hundred fifty-four") \checkmark
Answer: Two hundred eighty-seven thousand, six hundred fifty-four
Reading and Writing Multi-Digit Whole Numbers becomes easier when students connect the question to a model, use clear steps, and explain why the answer fits.
Understand the model before choosing the operation.
Use scratch paper. The explanation matters more than simply seeing whether the choice is correct.
Which numeral represents "four hundred twenty-three thousand, fifty-one"?
Answer D: \(423{,}051\)
Thousands: \(423\), ones: \(51\). Combined: \(423{,}000 + 51 = 423{,}051\) \checkmark
Which numeral represents "five thousand, two hundred thirty-four"?
Answer D: \(5{,}234\)
Thousands: \(5\), ones: \(234\). Combined: \(5{,}000 + 234 = 5{,}234\) \checkmark
What number is equal to \(30{,}000+6{,}000+500+20+8\)?
Answer D: \(36{,}528\)
Step 1: \(30{,}000 + 6{,}000 = 36{,}000\). Step 2: \(36{,}000 + 500 + 20 + 8 = 36{,}528\) \checkmark
In the number \(7{,}846\), what digit is in the tens place?
Answer C: \(4\)
From right to left: ones, then tens. In \(7{,}846\), the tens digit is \(4\) \checkmark
Write the number \(12{,}405\) in word form.
Answer D: Twelve thousand, four hundred five
Breaking it: \(12\) thousands ("twelve thousand") and \(405\) ones ("four hundred five") \checkmark
Which number is less than \(54{,}200\)?
Answer D: \(54{,}100\)
The thousands digits match, so compare the hundreds place: \(100 < 200\), therefore \(54{,}100 < 54{,}200\) \checkmark
In the number \(352{,}679\), what is the value of the digit in the ten-thousands place?
Answer C: \(50{,}000\)
The ten-thousands place contains the digit \(5\). Its value: \(5 \times 10{,}000 = 50{,}000\) \checkmark
Use this place-value chart: What is the standard numeral?
Answer D: \(418{,}523\)
From the chart: \(4\) hundred-thousands, \(1\) ten-thousand, \(8\) thousands, \(5\) hundreds, \(2\) tens, \(3\) ones \(= 418{,}523\) \checkmark
What is the value of the thousands digit in \(67{,}290\)?
Answer D: \(7{,}000\)
The thousands digit is \(7\). Value: \(7 \times 1{,}000 = 7{,}000\) \checkmark
Write \(52{,}047\) in expanded form.
Answer D: \(50{,}000+2{,}000+40+7\)
Ten-thousands: \(5 \to 50{,}000\); thousands: \(2 \to 2{,}000\); tens: \(4 \to 40\); ones: \(7 \to 7\) \checkmark
Which statement is true?
Answer C: \(100{,}000=100{,}000\)
Only C is true: \(100{,}000 = 100{,}000\). The other statements don't work: A and B involve different number sizes, and D reverses the comparison \checkmark
