Unit 4, Lesson 11

Large Numbers on a Number Line

Grade 4

Warm-up

What number is represented by the point?

Number line. Scale 0 to 1 thousand, by hundreds. First tick mark, 0. Point between fourth and fifth tick marks, no label. Last tick mark, 1 thousand.

Record an estimate that is:

too low	about right	too high

Activity 1

Locate and label each number on the number line.
1. 347
2. 3,470
3. 34,700
4. 347,000
Locate and label each number on the number line.
1. 347
2. 3,470
3. 34,700
4. 347,000
What do you notice about the location of these numbers on the number lines? Make 2 observations and discuss them with your partner.

Activity 2

Your teacher will assign a number for you to locate on the given number line.

347
3,470
34,700
347,000

Decide where your assigned number falls on this number line. Explain your reasoning.
Work with your group to label the tick marks and agree on where each of the numbers should be placed.

Student Section Summary

We worked with numbers to the hundred-thousands.

First, we used base-ten blocks, 10-by-10 grids, and base-ten diagrams to name, write, and represent multi-digit numbers within 1,000,000. We wrote the numbers in expanded form so we can see the value of each digit. Example:

Next, we learned the value of a digit in a multi-digit number is ten times the value of the same digit in the place to its right. Example:

Both 14,800 and 148,000 have 4 in them.
The 4 in 14,800 is in the thousands place. Its value is 4,000.
The 4 in 148,000 is in the ten thousands place. Its value is 40,000.
The value of the 4 in 148,000 is ten times the value of the 4 in 14,800.

We used both multiplication and division equations to represent this relationship.

Finally, we analyzed the “ten times” relationships by locating numbers on number lines.

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