{"id":10357,"date":"2023-12-26T07:57:35","date_gmt":"2023-12-26T02:27:35","guid":{"rendered":"https:\/\/envisionmathanswerkey.com\/?p=10357"},"modified":"2023-12-27T12:32:23","modified_gmt":"2023-12-27T07:02:23","slug":"envision-math-common-core-grade-4-answer-key-topic-1","status":"publish","type":"post","link":"https:\/\/envisionmathanswerkey.com\/envision-math-common-core-grade-4-answer-key-topic-1\/","title":{"rendered":"enVision Math Common Core Grade 4 Answer Key Topic 1 Generalize Place Value Understanding"},"content":{"rendered":"

Go through the\u00a0enVision Math Common Core Grade 4 Answer Key<\/a>\u00a0Topic 1 Generalize Place Value Understanding<\/strong>\u00a0regularly and improve your accuracy in solving questions.<\/p>\n

enVision Math Common Core 4th Grade Answers Key Topic 1 Generalize Place Value Understanding<\/h2>\n

Essential Questions:<\/strong>
\nHow are greater numbers written? How can whole numbers be compared? How are place values related?
\n\"Envision<\/p>\n

enVision STEM Project: Caves<\/strong>
\nDo Research Use the Internet or other sources to find the depths in feet of the 5 deepest caves in the world.
\nJournal: Write a Report Include what you found. Also in your report:<\/p>\n

    \n
  • Make a place-value chart that includes the five depths.<\/li>\n
  • Write each depth in expanded form.<\/li>\n
  • Use “greater than” or “less than” to compare the depths of two of the caves.<\/li>\n<\/ul>\n

    Review What You Know<\/strong><\/p>\n

    Vocabulary<\/strong><\/p>\n

    Choose the best term from the box. Write it on the blank.<\/p>\n

      \n
    • expanded form<\/li>\n
    • place value<\/li>\n
    • number line<\/li>\n
    • rounding<\/li>\n
    • number name<\/li>\n
    • whole numbers<\/li>\n<\/ul>\n

      Question 1.
      \nThe numbers 0, 1, 2, 3, 4, and so on are called ___________.
      \nAnswer:
      \nThe numbers 0, 1, 2, 3, 4, and so on are called Whole Numbers.<\/p>\n

      Question 2.
      \nA number written using only words is written using a __________
      \nAnswer:
      \nA number written using only words is written using a Number Name .<\/p>\n

      \"Generalize<\/p>\n

      Question 3.
      \nReplacing a number with a number that tells about how many or how much is called _________.
      \nAnswer:
      \nReplacing a number with a number that tells about how many or how much is called Place Value<\/p>\n

      Question 4.
      \n_______ is the value given to the place of a digit in a number.
      \nAnswer:
      \nPlace Value is the value given to the place of a digit in a number.<\/p>\n

      Comparing Numbers<\/strong><\/p>\n

      Compare each set of numbers using >, <, or =.
      \nQuestion 5.
      \n201 \"Envision 21
      \nAnswer:
      \n201 <\u00a021
      \nExplanation :
      \n201 is a three digit number
      \n21 is a two digit number
      \nthree digit is greater than two digit numbers .<\/p>\n

      Question 6.
      \n313 \"Envision 313
      \nAnswer:
      \n313 =\u00a0313
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n313
      \n313
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n313
      \n313
      \nThe tens digit is also the same in both numbers.<\/p>\n

      Step 3
      \nLook at the next digit. Compare the Ones.
      \n313
      \n313
      \nThe Ones digit is also the same in both numbers.
      \nso, 313 = 313 .<\/p>\n

      \"Generalize<\/p>\n

      Question 7.
      \n289 \"Envision 290
      \nAnswer:<\/p>\n

      Explanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n289
      \n290
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n289
      \n290
      \n8 tens < 9 tens
      \n289 < 290 .<\/p>\n

      Question 8.
      \n7 \"Envision 70
      \nAnswer:
      \nExplanation :
      \n7 is a one digit number
      \n70 is a two digit number
      \none digit is lesser than two digit numbers .<\/p>\n

      Question 9.
      \n725 \"Envision 726
      \nAnswer:
      \n725 <\u00a0726
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n725
      \n726
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n725
      \n726
      \nThe tens digit is also the same in both numbers.<\/p>\n

      Step 3
      \nLook at the next digit. Compare the Ones.
      \n725
      \n726
      \n5 Ones < 6 Ones
      \nso, 725 < 726 .<\/p>\n

      Question 10.
      \n82 \"Envision 82
      \nAnswer:
      \n82 =\u00a082
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n82
      \n82
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n82
      \n82
      \nThe tens digit is also the same in both numbers.<\/p>\n

      Step 3
      \nLook at the next digit. Compare the Ones.
      \n82
      \n82
      \nThe Ones digit is also the same in both numbers.
      \nso,82 = 82<\/p>\n

      \"Generalize<\/p>\n

      Question 11.
      \n614 \"Envision 641
      \nAnswer:
      \n614 <\u00a0641
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n614
      \n641
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n614
      \n641
      \n1 Tens < 4 Tens .
      \n614 < 641
      \n614 is lesser than 641 .<\/p>\n

      Question 12.
      \n618 \"Envision 618
      \nAnswer:
      \n618 =\u00a0618
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n618
      \n618
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n618
      \n618
      \nThe tens digit is also the same in both numbers.<\/p>\n

      Step 3
      \nLook at the next digit. Compare the Ones.
      \n618
      \n618
      \nThe Ones digit is also the same in both numbers.
      \nso, 618 = 618 .<\/p>\n

      Question 13.
      \n978\u00a0 \"Envision \u00a0987
      \nAnswer:
      \n978 \u00a0<\u00a0 987
      \nExplanation :
      \nStep 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n978
      \n987
      \nThe hundreds digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the tens.
      \n978
      \n987
      \n7 Tens < 8 Tens .
      \n978 < 987
      \n978 is lesser than 987 .<\/p>\n

      Place Value<\/strong><\/p>\n

      Tell if the underlined digit is in the ones, tens, hundreds, or thousands place.
      \n\"Envision
      \nQuestion 14.
      \n9<\/span>,482
      \nAnswer:
      \n9<\/span>,482 = 9 Thousands place<\/p>\n

      Question 15.
      \n8,00<\/span>0
      \nAnswer:
      \n8,00<\/span>0 = 0 Tens .<\/p>\n

      Question 16.
      \n1,50<\/span>6
      \nAnswer:
      \n1,50<\/span>6 = 0 Hundreds .<\/p>\n

      Question 17.
      \n8<\/span>,005
      \nAnswer:
      \n8<\/span>,005 = 8 thousands<\/p>\n

      Question 18.
      \n5,1<\/span>00
      \nAnswer:
      \n5,1<\/span>00 = 1 hundreds .<\/p>\n

      Question 19.
      \n2<\/span>,731
      \nAnswer:
      \n2<\/span>,731 = 2 Thousands .<\/p>\n

      Rounding<\/strong><\/p>\n

      Question 20.
      \nConstruct Arguments Use the number line to describe how to round 450 to the nearest hundred.
      \n\"Envision
      \nAnswer:<\/p>\n

      500
      \nExplanation :
      \nNearest 100 of 450 will be 500 .<\/p>\n

      Pick a Project<\/strong><\/p>\n

      PROJECT 1A
      \nHow many bones are in your body?
      \nProject: Make a Bones Poster
      \n\"Envision<\/p>\n

      PROJECT 1B
      \nWould you like to be a construction manager?
      \nProject: Design a Building
      \n\"Envision<\/p>\n

      PROJECT 1\u0421
      \nWhich stadium is your favorite?
      \nProject: Create a Stadium Model
      \n\"Envision<\/p>\n

      3-ACT MATH PREVIEW<\/strong><\/p>\n

      Math Modeling
      \nPage Through
      \n\"Envision<\/p>\n

      Lesson 1.1 Numbers Through One Million<\/h3>\n

      Solve & Share<\/strong>
      \nMrs. Darcy saved ten $100 bills. How much money did Mrs. Darcy save?
      \nI can … read and write numbers through one million in expanded form, with numerals, and using number names.
      \n\"Envision<\/p>\n

      Look Back! How did you decide how many zeros you needed to write in your answer?
      \nAnswer :
      \nNumber of bills = 10 .
      \nBill Amount = $100 .
      \nTotal Amount = $100 \u00d7 10 = $1000 .
      \nExplanation :
      \nWhen multiplying whole numbers by 10, simply add a 0 to the end of the number,
      \nso , 100 \u00d7 10 = 1000 .<\/p>\n

      \"Generalize<\/p>\n

      Essential Question<\/strong>
      \nWhat Are Some Ways to Write Numbers to One Million?
      \nAnswer :
      \n10000 \u00d7 100 = 1,000,000 .
      \n1000 \u00d7 1000 = 1,000,000 .
      \n100000 \u00d7 10 = 1,000,000 .<\/p>\n

      Visual Learning Bridge
      \nThe graph shows the attendance at a ballpark over one year. Write the total attendance in expanded form and using number names.
      \n\"Envision<\/p>\n

      The place-value chart shows periods of three places, starting at the ones period from the right and including the thousands and millions period. Each period is separated by a comma and has three place values: ones, tens, and hundreds.<\/p>\n

      Each digit in 356,039 is written in its place on the chart. Expanded form shows the sum of the values of each digit.
      \n\"Envision
      \nExpanded form: 300,000 + 50,000 + 6,000 + 30 + 9
      \nNumber name: three hundred fifty-six thousand, thirty-nine is written.<\/p>\n

      Convince Me! Look for Relationships What pattern exists in the three places in each period?<\/p>\n

      Another Example!<\/strong>
      \n21, 125 can be expanded and written in different ways.
      \n20,000 + 1,000 + 100 + 20 + 5
      \n21,000 + 100 + 25
      \n20,000 + 1,100 + 20 + 5
      \n\"Envision<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nWhat do you notice about the comma in the number on the previous page?
      \nAnswer:
      \nThe commas separates the periods when number name is written .<\/p>\n

      Question 2.
      \nWrite an example of a number that would include 2 commas.
      \nAnswer:
      \n2,000,000 = Two millions .<\/p>\n

      Do You Know How?<\/strong>
      \nQuestion 3.
      \nWrite 7,320 in expanded form.
      \nAnswer:
      \nExpanded form of\u00a0 7,320 : 7,000 + 300 + 20 + 0 .<\/p>\n

      Question 4.
      \nWrite 55,426 using number names.
      \nAnswer:
      \nNumber name of 55,426 = fifty five thousands four hundred and twenty six .<\/p>\n

      Question 5.
      \nIn a recent year, 284,604 fans attended the hockey playoffs in Chicago. What digit is in the thousands place in 284,604?
      \nAnswer:
      \n284<\/strong>,604 = 4 thousands .<\/p>\n

      Independent Practice<\/strong><\/p>\n

      For 6-8, write each number in expanded form.
      \nQuestion 6.
      \n7,622
      \nAnswer:
      \nExpanded form of 7,622 : 7,000 + 600 + 20 + 2 .<\/p>\n

      Question 7.
      \n294,160
      \nAnswer:
      \nExpanded form of 294,160 : 200,000 + 90,000 + 4,000 + 100 + 60 + 0 .<\/p>\n

      Question 8.
      \n43,702
      \nAnswer:
      \nExpanded form of 43,702 = 40,000 + 3,000 + 700 + 00 + 2 .<\/p>\n

      For 9-11, write each number name.
      \nQuestion 9.
      \n1,688
      \nAnswer:
      \nNumber name of 1,688 : One Thousand six hundred and Eighty Eight .<\/p>\n

      \"Generalize<\/p>\n

      Question 10.
      \n331,872
      \nAnswer:
      \nNumber name of 331,872 : Three hundred and thirty one-thousand and Eight hundred and seventy two .<\/p>\n

      Question 11.
      \n44,444
      \nAnswer:
      \nNumber name of 44,444 :\u00a0 Forty four thousand four Hundred and forty four .<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 12.
      \nLetitia wrote one thousand, two hundred four in a place-value chart. What mistake did she make?
      \n\"Envision
      \nAnswer:
      \none thousand, two hundred four : 1,204 .
      \nExplanation :
      \nThe mistake is that the four should be written in the Ones place not in tens place value .<\/p>\n

      Question 13.
      \nReasoning in 2016, the world’s oldest tree was 5,066 years old. Write the number that is one hundred more using number names.
      \nAnswer:
      \nAge of old tree = 5,066 years
      \nOne year more than 5,066 years = 5,066 + 100 = 5,166 years .
      \n5,166 : Five thousand One hundred and sixty six .<\/p>\n

      Question 14.
      \nJessica wants to buy a new team jacket that costs $35. If Jessica saves $5 a week for 4 weeks and $4 a week for 3 weeks, will she have enough money to buy the team jacket? Explain.
      \nAnswer:
      \n$ 32 < $ 35 .
      \nNo, she doesn’t have enough money she haves $3 less than the required amount .
      \nExplanation :
      \nCost of Jacket = $35\u00a0 .
      \nNumber of weeks = 4 weeks
      \nMoney saved for each week = $5
      \nAmount saved for 4 weeks = 4 \u00d7 $ 5 =\u00a0 $20 .
      \nNumber of weeks = 3 weeks
      \nMoney saved for each week = $4
      \nAmount saved for 4 weeks = 3 \u00d7 $ 4 =\u00a0 $12 .
      \nTotal Amount saved = $20 +$12 = $32 .
      \nNo, she doesn’t have enough money she haves $3 less than the required amount .<\/p>\n

      Question 15.
      \nVocabulary Drew wrote the following sentence: “A period is a group of any 3 three digits in a number.” Do you agree with Drew? If not, how would you correct him?
      \nAnswer:
      \nIn place value chart, the digits are grouped in the threes in a big number. The number is read from left to right as \u2026\u2026\u2026. billion \u2026\u2026\u2026. million \u2026\u2026\u2026.. thousands \u2026\u2026\u2026.. ones.
      \nThe place value chart of the\u00a0International System\u00a0is given below:
      \n\"Envision<\/p>\n

      <\/div>\n

      Question 16.
      \nHigher Order Thinking<\/strong> Two numbers have the same digit in the millions period, the same digits in the thousands period, and the same digits in the ones period. Do these two numbers have the same value? Explain.
      \nAnswer:
      \nNo,
      \nExplanation :
      \n5,111,666,222
      \n50,111,666,222
      \nBoth have same numbers in million,thousands and ones period but they have different numbers in billions periods .<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 17.
      \nWallace writes the number 72,204 in a place-value chart. Select the places that will be filled on the chart.
      \n\u2610 Ones
      \n\u2610 Tens
      \n\u2610 Thousands
      \n\u2610 Ten thousands
      \n\u2610 Hundred thousands
      \nAnswer:
      \n\"Envision<\/p>\n

      Question 18.
      \nSelect all that are equal to 96,014.
      \n\u2610 96,000 + 10 + 4
      \n\u2610 90,000 + 60,000 + 10 + 4
      \n\u2610 90,000 + 6,000 + 4
      \n\u2610 90,000 + 6,000 + 10 + 4
      \n\u2610 96,000 + 14
      \nAnswer:
      \n\"Envision<\/p>\n

      Lesson 1.2 Place Value Relationships<\/h3>\n

      Solve & Share<\/strong>
      \nPlace-value blocks are shown below for 1, 10, and 100. What patterns in the shapes and sizes of the blocks do you see?
      \nI can… recognize that a digit in one place has ten times the value of the same digit in the place to its right.
      \n\"Envision<\/p>\n

      Look Back! Describe two ways 100 and 10 are related.
      \nAnswer :
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-1.2-Place-Value-Relationships-Solve-&-Share\"<\/p>\n

      Essential Question<\/strong>
      \nHow Are Place Values Related to Each Other?<\/p>\n

      Visual Learning Bridge
      \nKiana had bottle caps. She wants to collect ten times as many bottle caps. How many bottle caps will Kiana have in her collection then?
      \n\"Envision<\/p>\n

      A hundreds flat represents 100 bottle caps.
      \n\"Envision<\/p>\n

      To find ten times as many bottle caps, group 10 hundreds flats together.
      \n\"Envision
      \nOne thousand is ten times 100.
      \n100 \u00d7 10 = 1,000
      \nOne hundred is one-tenth of 1,000.
      \n1,000 \u00f7 10 = 100
      \nKiana will have 1,000 bottle caps in her collection.<\/p>\n

      Convince Me! Generalize Use place-value blocks to model 1 and 10, 10 and 100, 100 and 1,000. What pattern do you see?<\/p>\n

      Another Example!<\/strong>
      \nJoe scored 2,000 points on a progressive video game. It took him 5 weeks to get his total point value to 20,000. It took him 3 months to get his total point value to 200,000 points. How many times greater than his first score were his points after 5 weeks? After 3 months?
      \nAfter 5 weeks, Joe’s points were 10 times greater.
      \nAfter 3 months, Joe’s points were 100 times greater.
      \n\"Envision
      \n2,000 \u00d7 10 = 20,000
      \n20,000 \u00d7 10 = 200,000
      \n10 \u00d7 10 = 100<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?<\/strong>
      \nQuestion 1.
      \nIs the value of the 2 in 23,406 ten times as great as the value of the 3? Explain.
      \nAnswer:
      \nNo,
      \nExplanation :
      \nValue of 2 in 23,406 = 20,000 .
      \nValue of 3 in 23,406 = 3,000 .
      \nvalue of the 2 in 23,406 ten times as great as the value of the 3 = 3,000 \u00d7 10 = 30,000 .
      \nSo, not equal .<\/p>\n

      Do You Know How?<\/strong>
      \nFor 2, use the relationship between the values of the digits to solve.
      \nQuestion 2.
      \nWrite a number in which the value of the 3 is ten times greater than the value of the 3 in 135,864.
      \nAnswer:
      \n345456 .
      \nExplanation:
      \nThe value\u00a0of\u00a03\u00a0in\u00a0135864\u00a0is 30000.We want to\u00a0write\u00a0a\u00a0number\u00a0that is\u00a0ten times\u00a030000.We could\u00a0write any 345456.
      \nJust increase the place value to hundred thousands .<\/p>\n

      Independent Practice<\/strong><\/p>\n

      For 3-5, use the relationship between the values of the digits to solve.
      \nQuestion 3.
      \nBaseten School District bought 5,000 pencils. They are distributing the pencils evenly to 10 schools in the district. How many pencils will each school get?
      \nAnswer:
      \nNumber of Pencils = 5,000
      \nNumber of schools\u00a0 = 10 .
      \nNumber of pencils each school get = 5,000 \u00f7 10 = 500 pencils .
      \n5,000 is ten times the value of 500 .<\/p>\n

      Question 4.
      \nPlace Elementary School is raising money. They raise $90 a week. How long will it take them to raise $900?
      \nAnswer:
      \nAmount rise for 1 week = $90
      \nRisen Amount = $900 .
      \n$900\u00a0 is ten times greater than $90 .
      \nSo, Number weeks required to rise Amount = 10 weeks .<\/p>\n

      Question 5.
      \nA donation of 50 rulers was given to Value Elementary School. The school had 10 times as many erasers donated. How many erasers were donated?
      \nAnswer:
      \nNumber of Rulers = 50 .
      \nNumber of erasers donated =10 times as many erasers donated = 10 \u00d7 50 = 500 erasers .<\/p>\n

      Problem Solving<\/strong><\/p>\n

      Question 6.
      \nWhat can you say about the 3s in 43,862 and 75,398?
      \nAnswer:
      \nPlace value of 3 in 43,862 = 3,000
      \nPlace value of 3 in 75,398 = 300 .
      \nThe place value of 3 in 43,862 is ten times greater than the place value in 75,398 .<\/p>\n

      Question 7.
      \nCritique Reasoning<\/strong>
      \nMia says in 5,555, all the digits have the same value. Is Mia correct? Explain.
      \nAnswer:
      \nNo, she is not correct .
      \nExplanation :
      \nPlace value from left to right is explained .
      \nPlace value of first 5 = 5,000 .
      \nPlace value of second 5 = 500 .
      \nPlace value of third 5 = 50 .
      \nPlace of fourth 5 = 5 .<\/p>\n

      Question 8.
      \nNumber Sense<\/strong>
      \nIn 1934, there was an extreme drought in the Great Plains. In the number 1,934, is the value of the 9 in the hundreds place ten times as great as the value of the 3 in the tens place? Explain.
      \nAnswer:
      \nNo, the place value in Hundreds place is not ten times the place value in tens place .
      \nExplanation :
      \nPlace value of 9 in 1934 = 900
      \nPlace value of 3 in 1934 = 30 .
      \n9 in the hundreds place ten times as great as the value of the 3 in the tens place = 30 \u00d7 10 = 300 .
      \nwhere 900 and 300 are not equal .<\/p>\n

      Question 9.
      \nCritique Reasoning<\/strong> Vin says in 4,346, one 4 is 10 times as great as the other 4. Is Vin correct? Explain.
      \nAnswer:
      \nNo, he is wrong
      \n40 \u00d7 100 = 4,000 .
      \nExplanation :
      \nPlace of 4 in 4,346 in thousands place = 4,000 .
      \nPlace of 4 in 4,346 in tens place = 40 .
      \nPlace of 4 in 4,346 in thousands place is 100 times greater than Place of 4 in 4,346 in tens place
      \n40 \u00d7 10 = 400 .
      \n40 \u00d7 100 = 4,000 .<\/p>\n

      Question 10.
      \nDescribe 2 ways to find the area of the shaded rectangle.
      \n\"Envision
      \nAnswer:
      \nLength of shaded rectangle = 3 squares = 3 square unit .
      \nBreadth of Shaded Rectangle = 4 squares = 4 square unit .
      \nArea of rectangle = Length \u00d7 Breadth = 3 \u00d7 4 = 12 unit squares .<\/p>\n

      Number of squares shaded = 12 square units .
      \nArea of shaded Rectangle = 12 unit squares .<\/p>\n

      Question 11.
      \nHigher Order Thinking<\/strong> In 448,244, how is the relationship between the first pair of 4s the same as the relationship between the second pair of 4s?
      \nAnswer:
      \n448,244
      \nThe place of first pair of 44 in 44<\/strong>8,244 = 440,000.
      \nThe place of Second pair of 44 in 448,244<\/strong> = 44.
      \nThe relationship between the first pair of 4s the same as the relationship between the second pair of 4s = First pair of 44 is 10,000 times greater than Second pair of 44 .
      \n= 44 \u00d7 10,000 = 440,000 .<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 12.
      \nWhich group of numbers shows the values of the 4s in 44,492?
      \nA. 40,000; 4,000; 400
      \nB. 40,000; 400; 40
      \nC. 4,000; 400; 4
      \nD. 400; 40; 4
      \nAnswer:
      \nOption A .
      \nExplanation :
      \nThe values of the 4s in 44,492 = 40,000 ; 4,000 ; 400 .<\/p>\n

      Question 13.
      \nIn which number is the value of the red digit ten times as great as the value of the blue digit?
      \nA. 335,531
      \nB. 335,531
      \nC. 335,531
      \nD. 335,531
      \nAnswer:<\/p>\n

      Lesson 1.3 Compare Whole Numbers<\/h3>\n

      Solve & Share<\/strong>
      \nA robotic submarine can dive to a depth of 26,000 feet. Which oceans can the submarine explore all the way to the bottom? Solve this problem any way you choose.
      \nI can … use place value to compare numbers and record my comparisons using <, =, or >.
      \n\"Envision<\/p>\n

      Look Back! Which of the oceans listed is the shallowest? Explain.
      \nAnswer :
      \nCompare Depths :
      \n28,232 ; 35,840 ; 23,376 .
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe ten thousands digit 2 is the same in both numbers 28,232 and 23,376 But the number is 3 in 35,840 .
      \nthat means 35,840 is the greatest number other than two numbers .
      \nStep 2 :
      \nLook at the next digit. Compare the thousands
      \n28,232
      \n23,376
      \n8 thousands > 3 thousands .
      \nso, 28,232 > 23,376 .
      \nSo, 35,840 > 28,232 > 23,376 .<\/p>\n

      Essential Question<\/strong>
      \nHow Do You Compare Numbers?<\/p>\n

      Visual Learning Bridge
      \nEarth is not perfectly round. The North Pole is 6,356 kilometers from Earth’s center. The equator is 6,378 kilometers from the center. Which is closer to Earth’s center, the North Pole or the equator?
      \n\"Envision<\/p>\n

      Step 1
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n6,356
      \n6,378
      \nThe thousands digit is the same in both numbers.<\/p>\n

      Step 2
      \nLook at the next digit. Compare the hundreds.
      \n6,356
      \n6,378
      \nThe hundreds digit is also the same in both numbers.<\/p>\n

      Step 3
      \nThe first place where the digits are different is the tens place. Compare the tens.
      \n6,356 5 tens < 7 tens,
      \n6,378 so 6,356 < 6,378.
      \nThe North Pole is closer than the equator to Earth’s center.<\/p>\n

      Convince Me! Reasoning is a whole number with 4 digits always greater than or less than a whole number with 3 digits? Explain.<\/p>\n

      Guided Practice<\/strong><\/p>\n

      Do You Understand?
      \nQuestion 1. Which place do you use to compare the numbers 60,618 and 60,647?
      \nAnswer:
      \nTo compare the numbers 60,618 and 60,647 we see Tens place value as the ten thousand , thousand and hundred place values are the same .
      \n1 tens < 4 tens .
      \nso, 60,618 < 60,647 .<\/p>\n

      Question 2.
      \nMorocco has a total area of 442,300 square kilometers. Uzbekistan has a total area of 447,400 square kilometers. Use >, <, or = to compare the two areas.
      \nAnswer:
      \nTotal Area of Morocco = 442,300 square kilometers.
      \nTotal Area of Uzbekistan = 447,400 square kilometers.
      \nStep 1 :
      \nAs , hundred thousand and ten thousands are same compare from thousands place .
      \nStep 2 :
      \nCompare the thousands place .
      \n442,300
      \n447,400
      \n2 thousands < 7 thousands .
      \n442,300 < 447,400 .<\/p>\n

      Do You Know How?<\/strong>
      \nFor 3-7, complete by writing >, =, or < in each O.
      \nQuestion 3.
      \n2,643 \"Envision 2,643
      \nAnswer:
      \n2,643 =\u00a02,643
      \nExplanation :
      \nAll the thousands , hundreds , tens and ones values are the same .
      \nso, 2,643 =\u00a02,643<\/p>\n

      Question 4.
      \n62,519 \"Envision 64,582
      \nAnswer:
      \n62,519 <\u00a064,582
      \nExplanation :
      \nStep 1 :
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n62,519
      \n64,582
      \nThe ten thousands digit is the same in both numbers.
      \nStep 2 :
      \nCompare the next digit , the thousands place .
      \n62,519
      \n64,582
      \n2 thousands < 4 thousands .
      \n62,519 < 64,582 .<\/p>\n

      Question 5.
      \n218,701 \"Envision 118,692
      \nAnswer:
      \n218,701 >\u00a0118,692
      \nExplanation :
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \n218,701
      \n118,692
      \nThe Hundred thousands digit
      \n2 hundred thousand > 1 hundred thousand
      \n218,701 > 118,692 .<\/p>\n

      Question 6.
      \n32,467 \"Envision 32,467
      \nAnswer:
      \n32,467 =\u00a032,467
      \nExplanation :
      \nStep 1 :
      \nAll the ten thousand , thousand , hundred , tens and ones digits are same
      \nso, 32,467 =\u00a032,467<\/p>\n

      Question 7.
      \n19,219 \"Envision 19,209
      \nAnswer:
      \n19,219 >\u00a019,209
      \nExplanation :
      \nStep 1 :
      \nAll the ten thousand , thousand , hundred digits are same so start comparison from tens place .
      \nStep 2\u00a0 :
      \nCompare ten place
      \n1 ten > 0 ten
      \n19,219 > 19,209 .<\/p>\n

      Independent Practice<\/strong><\/p>\n

      For 8-12, complete by writing >,=, or < in each \"Envision.
      \nQuestion 8.
      \n22,873 \"Envision 22,774
      \nAnswer:
      \n22,873 >\u00a022,774
      \nExplanation :
      \nStep 1\u00a0 :
      \nThe given numbers contains same ten thousand and thousand places . compare from hundred place .
      \nStep 2\u00a0 :
      \nCompare the next digit that is hundred places .
      \n22,873
      \n22,774
      \n8 hundreds > 7 hundreds .
      \n22,873 >\u00a022,774<\/p>\n

      Question 9.
      \n912,706 \"Envision 912,706
      \nAnswer:
      \n912,706 =\u00a0912,706
      \nExplanation :
      \nGiven numbers have same hundred thousands , ten thousands , thousands , hundreds , tens and ones place values same .
      \nso, 912,706 =\u00a0912,706<\/p>\n

      Question 10.
      \n22,240 \"Envision 2,224
      \nAnswer:
      \n22,240 >\u00a02,224
      \nExplanation :
      \nThe 5 digit number is always greater than the 4 digit number .
      \nSo, 22,240 > 2,224<\/p>\n

      Question 11.
      \n30,000 + 5,000 + 3 \"Envision 300,000 + 5,000
      \nAnswer:
      \n30,000 + 5,000 + 3 \"Envision 300,000 + 5,000
      \n35,003 \"Envision 350,000
      \n35,003 <\u00a0350,000
      \nExplanation :
      \nThe 6 digit number is always greater than the 5 digit number .
      \nso, 35,003 <\u00a0350,000<\/p>\n

      Question 12.
      \n40,000 + 2,000 + 600 + 6 \"Envision 240,000 + 3,000 + 10
      \nAnswer:
      \n40,000 + 2,000 + 600 + 6 \"Envision 240,000 + 3,000 + 10
      \n42,606 \"Envision 243,010
      \n42,606 <\u00a0243,010
      \nExplanation :
      \nThe 6 digit number is always greater than the 5 digit number .
      \nso, 42,606 < 243,010 .<\/p>\n

      For 13-17, write which place to use when comparing the numbers.
      \n\"Envision
      \nQuestion 13.
      \n394,284
      \n328,234
      \nAnswer:
      \n394,284 > 328,234
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe hundred thousands digit 3 is the same in both numbers 394,284 and 328,234 .
      \nStep 2 :
      \nLook at the next digit. Compare the ten thousands place value .
      \n394,284
      \n328,234
      \n9 ten thousands > 2 ten thousands .
      \nSo, 394,284 > 328,234<\/p>\n

      Question 14.
      \n6,716
      \n6,714
      \nAnswer:
      \n6,716 > 6,714
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe thousands digit 6 is the same in both numbers 6,716 and 6,714
      \nStep 2 :
      \nLook at the next digit. Compare the hundreds place value .
      \nThe hundreds digit 7 is the same in both numbers 6,716 and 6,714
      \nStep 3 :
      \nLook at the next digit. Compare the tens place value .
      \nThe tens digit 1 is the same in both numbers 6,716 and 6,714
      \nStep 4 :
      \nLook at the next digit. Compare the Ones place value .
      \n6 Ones > 4 Ones .
      \nSo, 6,716 > 6,714<\/p>\n

      Question 15.
      \n32,916
      \n32,819
      \nAnswer:
      \n32,916 > 32,819
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe ten thousands digit 3 is the same in both numbers 32,916 and 32,819
      \nStep 2 :
      \nLook at the next digit. Compare the hundreds place value .
      \nThe thousands digit 2 is the same in both numbers 32,916 and 32,819
      \nStep 3 :
      \nLook at the next digit. Compare the hundreds place value .
      \n9 hundreds > 8 hundreds .
      \nSo, 32,916 > 32,819 .<\/p>\n

      Question 16.
      \n12,217
      \n11,246
      \nAnswer:
      \n12,217 > 11,246
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe ten thousands digit 1 is the same in both numbers 12,217 and 11,246
      \nStep 2 :
      \nLook at the next digit. Compare the thousands place value .
      \n2 thousands > 1 thousands .
      \nSo, 12,217 > 11,246 .<\/p>\n

      Question 17.
      \n812,497
      \n736,881
      \nAnswer:
      \n812,497 > 736,881
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe hundred thousands digits
      \n8 hundred thousands > 7 hundred thousands .
      \nSo, 812,497 > 736,881 .<\/p>\n

      Problem Solving<\/strong><\/p>\n

      For 18-19, use the table at the right.
      \n\"Envision
      \nQuestion 18.
      \nWhich genres at Danny’s Books did NOT sell better than Science?
      \nAnswer:
      \nHumor Books did not sell better than Science
      \nExplanation :
      \nAs 41,843 > 14,843 .<\/p>\n

      Question 19.
      \nWhich genres at Danny’s Books sold better than Biography?
      \nAnswer:
      \nScience , Fantasy and Fiction books sold better than Biography
      \nExplanation :
      \nAs , 48143 > 42,843 >41,843 > 41,834 .<\/p>\n

      Question 20.
      \nCelia bought 3 bags of 4 hamburger buns and 3 bags of 8 hot dog buns. How many hamburger and hot dog buns did Celia buy?
      \nAnswer:
      \nNumber of Hamburgers buns = 3 bags of 4 hamburger buns = 3 \u00d7 4 = 12 buns .
      \nNumber of hot dogs buns = 3 bags of 8 hot dog buns = 3 \u00d7 8 = 24 buns .
      \nTotal Number of hamburger and hot dog buns Celia brought = 12 + 24 buns = 36 buns .<\/p>\n

      Question 21.
      \nMake Sense and Persevere Write three numbers for which you would use the hundreds place to compare to 35,712.
      \nAnswer:
      \n35,712.
      \nThe Three numbers are 35,246 ; 35,812 and 35,075 .<\/p>\n

      Question 22.
      \nenVision\u00ae STEM<\/strong>
      \nThe Illinoian Stage began about 300,000 years ago. The Wolstonian Stage began about 352,000 years ago. Compare 300,000 to 352,000.
      \nAnswer:
      \n300,000 < 352,000.
      \nExplanation :
      \nStep 1:
      \nWrite the numbers, lining up places. Begin at the left and compare.
      \nThe hundred thousands digit 3 is the same in both numbers 300,000 and 352,000 .
      \nStep 2 :
      \nLook at the next digit. Compare the ten thousands place value .
      \nThe ten thousands digit
      \n0 ten thousands < 5 ten thousands .
      \nSo, 300,000 < 352,000.<\/p>\n

      Question 23.
      \nAn orchard in Maine has 5,287 apple trees. An orchard in Vermont has 5,729 trees. Use <, >, or = to write a comparison between the number of trees in each orchard.
      \nAnswer:
      \nNumber of apple trees in Maine orchard = 5,287 apple trees
      \nNumber of trees in Vermont orchard = 5,729 trees
      \n5,287 < 5,729
      \nThe Vermont orchard have more trees than Maine orchard .<\/p>\n

      Question 24.
      \nIn 2010, the population of Alaska was 710,231. Write this number in expanded form, and write the number name.
      \nAnswer:
      \nThe population of Alaska = 710,231
      \nExpanded Form : 700,000 + 10,000 + 200 + 30 + 1
      \nNumber Name\u00a0 : Seven Hundred ten thousands Two hundred and thirty one .<\/p>\n

      Question 25.
      \nHigher Order Thinking<\/strong> Explain how you know 437,160 is greater than 43,716.
      \nAnswer:
      \n437,160 > 43,716
      \nExplanation :
      \n437,160 is a 6 digit Number
      \n43,716 is a 5 digit Number .
      \n6 digit number is greater than 5 digit number .<\/p>\n

      Assessment Practice<\/strong><\/p>\n

      Question 26.
      \nIs each comparison true or false?
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-1.3-Compare-Whole-Numbers-Assessment-Practice-Question-26\"<\/p>\n

      Question 27.
      \nIs each comparison true or false?
      \n\"Envision
      \nAnswer:
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-1.3-Compare-Whole-Numbers-Assessment-Practice-Question-27\"<\/p>\n

      Lesson 1.4 Round Whole Numbers<\/h3>\n

      Solve & Share<\/strong>
      \nList 7 numbers that round to 300. Use a variety of numbers. Solve this problem any way you choose.
      \nI can … use place value to round numbers.
      \n\"Envision<\/p>\n

      Look Back! What is the greatest number between 200 and 300 that is closer to 200 than 300? Explain.
      \nAnswer :
      \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-1.4-Round-Whole-Numbers-Solve-&-Share\"<\/p>\n

      Essential Question<\/strong>
      \nHow Can You Round Numbers?<\/p>\n

      Visual Learning Bridge
      \nJames researched 10 facts about Tallahassee, Florida for an assignment. One of the facts he found was the population in Tallahassee for the year 2017. He chose to round the population on his Florida Facts poster. If James rounded the population in 2017 to the nearest thousand, what was the number James displayed?
      \n\"Envision<\/p>\n

      Round 181,376 to the nearest thousand. 181,376 is between 181,000 and 182,000.
      \n\"Envision<\/p>\n

      Find the number 181,376 is closer to.
      \nMark the halfway point on the number line.
      \n\"Envision
      \n181,376 is to the left of the halfway point.
      \nThe poster displayed the population as 181,000.<\/p>\n

      Convince Me!<\/strong><\/p>\n

      Critique Reasoning
      \nEllie says, “When I round these three numbers, I get the same number for two of them.\u201d Anthony says, “Hmmm, when I round these numbers, I get the same number for all three.” Who is correct? Explain.
      \n\"Envision
      \nAnswer :
      \nBoth are correct .
      \nExplanation :
      \nEllie statement is right when we round off all the 3 Numbers to Nearest hundred then
      \n1483 is round off to 1500
      \n1250 is round off to 1300
      \n1454 is round off to 1500
      \nThat means two numbers have same round off for 1483 and 1454 numbers .
      \nAntony statement is right when we round off the 3 numbers to Nearest thousands then
      \n1483 is round off to 1000
      \n1250 is round off to 1000
      \n1454 is round off to 1000
      \nthat means three numbers have same round off .<\/p>\n

      Another Example!
      \nYou can use place value to round. Round 181,376 to the nearest hundred.
      \n\"Envision<\/p>\n

        \n
      • Find the digit in the rounding place.<\/li>\n
      • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
      • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

        Guided Practice<\/strong><\/p>\n

        Do You Understand?<\/strong>
        \nQuestion 1.
        \nExplain how to round a number when 3 is the digit to the right of the rounding place.
        \nAnswer:
        \nRounding 1435 to nearest Hundred .
        \n\"Envision-Math-Common-Core-3rd-Grade-Answers-Key-Topic-11-Use-Operations-with-Whole-Numbers-to-Solve-Problems-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-1\"
        \nExplanation :<\/p>\n

         <\/p>\n

          \n
        • Find the digit in the rounding place.<\/li>\n
        • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
        • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

          Question 2.
          \nWhat number is halfway between 421,000 and 422,000?
          \nAnswer:
          \nA number which is halfway between 421,000 and 422,000 is 421,500 .<\/p>\n

          Do You Know How?<\/strong>
          \nFor 3-8, round each number to the place of the underlined digit.
          \nQuestion 3.
          \n128<\/span>,955
          \nAnswer:
          \n128<\/span>,955 – Rounding to nearest thousands .
          \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-3\"<\/p>\n

          Explanation :<\/p>\n

            \n
          • Find the digit in the rounding place.<\/li>\n
          • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
          • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

            Question 4.
            \n85,63<\/span>9
            \nAnswer:
            \n85,63<\/span>9 – Rounding to nearest tens .
            \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-4\"<\/p>\n

            Explanation :<\/p>\n

              \n
            • Find the digit in the rounding place.<\/li>\n
            • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
            • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

              Question 5.
              \n9<\/span>,924
              \nAnswer:
              \n9<\/span>,924 – Rounding to nearest thousands .
              \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-5\"<\/p>\n

              Explanation :<\/p>\n

                \n
              • Find the digit in the rounding place.<\/li>\n
              • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
              • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                Question 6.
                \n19<\/span>4,524
                \nAnswer:
                \n19<\/span>4,524 – Rounding to nearest ten thousands
                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-6\"<\/p>\n

                Explanation :<\/p>\n

                  \n
                • Find the digit in the rounding place.<\/li>\n
                • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                  Question 7.
                  \n1<\/span>60,656
                  \nAnswer:
                  \n1<\/span>60,656 – Rounding to nearest hundred thousands
                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-7\"
                  \nExplanation :<\/p>\n

                    \n
                  • Find the digit in the rounding place.<\/li>\n
                  • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                  • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                    Question 8.
                    \n1<\/span>49,590
                    \nAnswer:
                    \n1<\/span>49,590 – Rounding to nearest hundred thousands
                    \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Guided-Practice-Question-8\"<\/p>\n

                    Explanation :<\/p>\n

                      \n
                    • Find the digit in the rounding place.<\/li>\n
                    • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                    • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                      Independent Practice<\/strong><\/p>\n

                      For 9-24, use a number line or place value to round each number to the place of the underlined digit.
                      \nQuestion 9.
                      \n49<\/span>3,295
                      \nAnswer:
                      \n49<\/span>3,295 – Rounding to nearest ten thousands
                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                      Explanation :<\/p>\n

                        \n
                      • Find the digit in the rounding place.<\/li>\n
                      • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                      • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                        Question 10.
                        \n3<\/span>9,230
                        \nAnswer:
                        \n3<\/span>9,230 – Rounding to nearest ten thousands
                        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-
                        \nExplanation :<\/p>\n

                          \n
                        • Find the digit in the rounding place.<\/li>\n
                        • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                        • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                          Question 11.
                          \n2<\/span>77,292
                          \nAnswer:
                          \n2<\/span>77,292 – Rounding to nearest hundred thousands
                          \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                          Explanation :<\/p>\n

                            \n
                          • Find the digit in the rounding place.<\/li>\n
                          • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                          • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                            Question 12.
                            \n54,8<\/span>46
                            \nAnswer:
                            \n54,8<\/span>46 – Rounding to nearest Hundred .
                            \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-
                            \nExplanation :<\/p>\n

                              \n
                            • Find the digit in the rounding place.<\/li>\n
                            • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                            • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                              Question 13.
                              \n4,02<\/span>8
                              \nAnswer:
                              \n4,02<\/span>8\u00a0– Rounding to nearest tens .<\/p>\n

                              \"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                              Explanation :<\/p>\n

                                \n
                              • Find the digit in the rounding place.<\/li>\n
                              • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                              • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                Question 14.
                                \n6<\/span>38,365
                                \nAnswer:<\/p>\n

                                6<\/span>38,365 – Rounding to nearest hundred thousands
                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                Explanation :<\/p>\n

                                  \n
                                • Find the digit in the rounding place.<\/li>\n
                                • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                  Question 15.
                                  \n453<\/span>,280
                                  \nAnswer:
                                  \n453<\/span>,280 – Rounding to nearest thousands .<\/p>\n

                                  \"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                  Explanation :<\/p>\n

                                    \n
                                  • Find the digit in the rounding place.<\/li>\n
                                  • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                  • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                    Question 16.
                                    \n17,9<\/span>09
                                    \nAnswer:
                                    \n17,9<\/span>09 – Rounding to nearest Hundred .
                                    \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-
                                    \nExplanation :<\/p>\n

                                      \n
                                    • Find the digit in the rounding place.<\/li>\n
                                    • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                    • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                      Question 17.
                                      \n9<\/span>56,000
                                      \nAnswer:<\/p>\n

                                      9<\/span>56,000 – Rounding to nearest hundred thousands
                                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-
                                      \nExplanation :<\/p>\n

                                        \n
                                      • Find the digit in the rounding place.<\/li>\n
                                      • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                      • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                        Question 18.
                                        \n55<\/span>,460
                                        \nAnswer:
                                        \n55<\/span>,460\u00a0– Rounding to nearest thousands .<\/p>\n

                                        \"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                        Explanation :<\/p>\n

                                          \n
                                        • Find the digit in the rounding place.<\/li>\n
                                        • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                        • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                          Question 19.
                                          \n32<\/span>1,679
                                          \nAnswer:
                                          \n32<\/span>1,679\u00a0– Rounding to nearest ten thousands
                                          \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                          Explanation :<\/p>\n

                                            \n
                                          • Find the digit in the rounding place.<\/li>\n
                                          • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                          • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                            Question 20.
                                            \n417,54<\/span>7
                                            \nAnswer:
                                            \n417,54<\/span>7- Rounding to nearest tens .
                                            \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-
                                            \n<\/span><\/p>\n

                                            Explanation :<\/p>\n

                                              \n
                                            • Find the digit in the rounding place.<\/li>\n
                                            • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                            • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                              Question 21.
                                              \n11<\/span>7,821
                                              \nAnswer:
                                              \n11<\/span>7,821 – Rounding to nearest ten thousands
                                              \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                              Explanation :<\/p>\n

                                                \n
                                              • Find the digit in the rounding place.<\/li>\n
                                              • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                              • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                Question 22.
                                                \n7<\/span>5,254
                                                \nAnswer:
                                                \n7<\/span>5,254 – Rounding to nearest ten thousands<\/p>\n

                                                \"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                                Explanation :<\/p>\n

                                                  \n
                                                • Find the digit in the rounding place.<\/li>\n
                                                • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                                • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                  Question 23.
                                                  \n94<\/span>9,999
                                                  \nAnswer:
                                                  \n94<\/span>9,999 – Rounding to nearest ten thousands
                                                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                                  Explanation :<\/p>\n

                                                    \n
                                                  • Find the digit in the rounding place.<\/li>\n
                                                  • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                                  • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                    Question 24.
                                                    \n666<\/span>,821
                                                    \nAnswer:
                                                    \n666<\/span>,821 – Rounding to nearest thousands .
                                                    \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-<\/p>\n

                                                    Explanation :<\/p>\n

                                                      \n
                                                    • Find the digit in the rounding place.<\/li>\n
                                                    • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                                    • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                      Problem Solving<\/strong><\/p>\n

                                                      Question 25.
                                                      \nFor each zoo in the table, round the attendance to the nearest hundred thousand.
                                                      \n\"Envision
                                                      \nAnswer:
                                                      \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Problem-Solving-Question-25\"<\/p>\n

                                                      Explanation :<\/p>\n

                                                        \n
                                                      • Find the digit in the rounding place.<\/li>\n
                                                      • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                                      • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                        Question 26.
                                                        \nNumber Sense<\/strong> Write four numbers that round to 700,000 when rounded to the nearest hundred thousand.
                                                        \nAnswer:
                                                        \nThe four numbers that round to 700,000 when rounded to the nearest hundred thousand are 702,000 ; 745,000; 699,860 ; 692,480 and 734,955 .<\/p>\n

                                                        Question 27.
                                                        \nReasoning<\/strong>
                                                        \nA forest ranger correctly rounded the number of visitors to a park to be 120,000 visitors. Write a number that could be the actual number of visitors if he rounded to the nearest ten thousand.
                                                        \nAnswer:
                                                        \nThe Number the X is rounded to nearest ten thousand is 120,000 visitors .
                                                        \nthe Rounding number is\u00a0 123,500 .<\/p>\n

                                                        Question 28.
                                                        \nAmy counted the number of boys and girls at a party. She recorded the results in the tally chart below.
                                                        \n\"Envision
                                                        \nHow many more boys than girls were at the party?
                                                        \nAnswer:
                                                        \nNumber of Girls = 3
                                                        \nNumber of Boys = 7
                                                        \nNumber of more Boys than Girls at the party = 7 – 3 = 4 boys .<\/p>\n

                                                        Question 29.
                                                        \nHigher Order Thinking<\/strong>
                                                        \nLiz attended class every day since she started school as a kindergartner. She said she has been in school for about 1,000 days. What numbers could be the actual number of school days if Liz rounded to the nearest ten?
                                                        \nAnswer:
                                                        \nNumber of days attended to school = 1,000 days
                                                        \nRounded to the nearest ten 1,000 = 1000 days\u00a0 .<\/p>\n

                                                        Assessment Practice<\/strong><\/p>\n

                                                        Question 30.
                                                        \nComplete the table. Round each number to the given place.
                                                        \n\"Envision
                                                        \nAnswer:
                                                        \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Lesson-1.4-Round-Whole-Numbers-Problem-Solving-Question-30\"<\/p>\n

                                                        Explanation :<\/p>\n

                                                          \n
                                                        • Find the digit in the rounding place.<\/li>\n
                                                        • Look at the next digit to the right. 3 becomes a 4. If it is 5 or greater, add 1 to the rounding digit. If it is less than 5, leave the rounding digit alone.<\/li>\n
                                                        • Change all digits to the right of the rounding place to 0.<\/li>\n<\/ul>\n

                                                          Lesson 1.5 Problem Solving<\/h3>\n

                                                          Construct Arguments<\/strong>
                                                          \n
                                                          \nSolve & Share<\/strong>
                                                          \nThe land areas of three states are shown in the table. Mickey said Alaska’s land area is about 10 times greater than Georgia’s land area. Explain why Mickey is or is not correct. Construct a math argument to support your answer.
                                                          \nI can … construct arguments using what I know about place-value relationships.
                                                          \n\"Envision<\/p>\n

                                                          Thinking Habits<\/strong>
                                                          \nBe a good thinker! These questions can help you.<\/p>\n

                                                            \n
                                                          • How can I use numbers, objects, drawings, or actions to justify my argument?<\/li>\n
                                                          • Am I using numbers and symbols correctly?<\/li>\n
                                                          • Is my explanation clear and complete?<\/li>\n<\/ul>\n

                                                            Question :
                                                            \nLook Back! Construct Arguments Mary said Georgia’s land area is about 10 times greater than Hawaii’s land area. Is Mary correct? Construct a math argument to support your answer.
                                                            \nAnswer :
                                                            \nGeorgia’s land area = 57,513 square miles .
                                                            \nHawaii’s land area = 6,423 square miles .
                                                            \n10 times area of Hawaii land is = 6,423 square miles \u00d7 10 = 60,423 square miles .
                                                            \n57,513 not equal to 60,423
                                                            \nGeorgia’s land area not equal to 10 times area of Hawaii land .
                                                            \nSo, the statement made is wrong .<\/p>\n

                                                            Essential Question<\/strong>
                                                            \nHow Can You Construct Arguments?<\/p>\n

                                                            Visual Learning Bridge
                                                            \nThe table shows the retail sales per person in three states. Bella says Arizona had more retail sales per person than Massachusetts.
                                                            \n\"Envision
                                                            \nHow can you construct a math argument that supports Bella’s conjecture?
                                                            \nI will use what I know about place value to compare numbers.<\/p>\n

                                                            How can I construct an argument?
                                                            \nI can<\/p>\n

                                                              \n
                                                            • give an explanation that is clear and complete.<\/li>\n
                                                            • use numbers and symbols correctly in my explanation.<\/li>\n
                                                            • use numbers, objects, drawings, or actions to justify my argument.<\/li>\n
                                                            • use a counterexample in my argument.<\/li>\n<\/ul>\n

                                                              Here’s my thinking.
                                                              \nBella’s statement makes sense.
                                                              \nStart with the greatest place value. The digits are the same in the ten thousands place and in the thousands place. The digits are different in the hundreds place, so that place is compared.
                                                              \n$13,637
                                                              \n$13,533
                                                              \n600 > 500
                                                              \nS0, $13,637 > $13,533.
                                                              \nBella is correct. Arizona had more retail sales per person than Massachusetts.<\/p>\n

                                                              Convince Me!<\/strong>
                                                              \nConstruct Arguments Gayle said Arizona had more retail sales than Massachusetts because 7 > 3, so $13,637 > $13,533. Construct an argument to explain whether or not Gayle is correct.
                                                              \nAnswer :
                                                              \nThe digits are the same in the ten thousands place and in the thousands place. The digits are different in the hundreds place, so that place is compared.
                                                              \n$13,6<\/strong>37
                                                              \n$13,5<\/strong>33
                                                              \n600 > 500 .
                                                              \nSo, 13,6<\/strong>37 >13,5<\/strong>33
                                                              \nExplanation :
                                                              \nStep 1: Always start from the digits\u00a0at the highest place value.
                                                              \nStep 2: Compare the digits at this place value in both numbers. The number with the bigger digit is greater. Step 3: If the digits are equal, move one place value to the right \ud83d\udc49, and repeat Step 2.<\/p>\n

                                                              Guided Practice<\/strong><\/p>\n

                                                              Construct Arguments<\/strong> Use the table on the previous page. Jorge said Massachusetts has more retail sales per person than lowa.
                                                              \n\"Envision<\/p>\n

                                                              Question 1.
                                                              \nWhat numbers would you use to construct an argument supporting Jorge’s conjecture?
                                                              \nAnswer:
                                                              \nSales in Lowa = $13,172
                                                              \nSales in Massachusetts = $13,533<\/p>\n

                                                              Question 2.
                                                              \nHow could you support Jorge’s conjecture?
                                                              \nAnswer:
                                                              \nStart with the greatest place value. The digits are the same in the ten thousands place and in the thousands place. The digits are different in the hundreds place, so that place is compared.
                                                              \n$13,172
                                                              \n$13,533
                                                              \n100 < 500
                                                              \nS0, $13,172 < $13,533.
                                                              \nJorge is correct. Massachusetts had more retail sales per person than Lowa .<\/p>\n

                                                              Question 3.
                                                              \nIs Jorge’s conjecture true? Justify your answer.
                                                              \nAnswer:
                                                              \nYes, Jorge’s conjecture is true
                                                              \nExplanation :
                                                              \nStart with the greatest place value. The digits are the same in the ten thousands place and in the thousands place. The digits are different in the hundreds place, so that place is compared.
                                                              \n$13,172
                                                              \n$13,533
                                                              \n100 < 500
                                                              \nS0, $13,172 < $13,533.
                                                              \nJorge is correct. Massachusetts had more retail sales per person than Lowa .<\/p>\n

                                                              Independent Practice<\/strong><\/p>\n

                                                              Construct Arguments<\/strong>
                                                              \nThe population of Gerald’s city is three hundred thousand, twenty-seven. Gerald wrote the number as 327,000. Emily lives in a city that has a population of three hundred sixteen thousand, forty-two. Gerald concluded that his city’s population is greater than the population of Emily’s city.
                                                              \nQuestion 4.
                                                              \nDoes Gerald’s explanation make sense? Identify any flaws in Gerald’s thinking
                                                              \nAnswer:
                                                              \nYes,
                                                              \nPopulation of Gerald’s city = three hundred thousand, twenty-seven = 300,027 .
                                                              \nbut Gerald wrote as = 327,000 .<\/p>\n

                                                              Question 5.
                                                              \nConstruct a math argument that explains why Gerald did not write the population of his city correctly.
                                                              \nAnswer:
                                                              \nPopulation of Gerald’s city = three hundred thousand, twenty-seven = 300,027 .
                                                              \nbut Gerald wrote as = 327,000 .
                                                              \nGerald wrote the population in wrongly as she taught it as three hundred and twenty-seven\u00a0 thousands\u00a0 .<\/p>\n

                                                              Question 6.
                                                              \nCorrect Gerald’s argument. Explain how to compare the populations of Gerald’s and Emily’s cities.
                                                              \nAnswer:
                                                              \nGerald’s Argument is Wrong .
                                                              \nPopulation of Gerald’s city = three hundred thousand, twenty-seven = 300,027 .
                                                              \nPopulation in Emily City = three hundred sixteen thousand, forty-two = 360,042 .
                                                              \nPopulation in Emily city is greater than Population of Gerald’s city .
                                                              \nExplanation :
                                                              \nStart with the greatest place value. The digits are the same in the hundred thousands place . The digits are different in the tens thousands place, so that place is compared.
                                                              \n300,027
                                                              \n360,042
                                                              \n0 < 60,000
                                                              \nSo, 300,027 < 360,042 .
                                                              \nPopulation in Emily city is greater than Population of Gerald’s city<\/p>\n

                                                              Problem Solving<\/strong><\/p>\n

                                                              Performance Task
                                                              \nPlanets
                                                              \nThe planets in our solar system are different sizes, as shown below. Nora conjectured that Jupiter’s equator is about 10 times as long as Earth’s equator.
                                                              \n\"Envision<\/p>\n

                                                              Question 7.
                                                              \nMake Sense and Persevere What information do you have?
                                                              \nAnswer:
                                                              \nLength of Earth Equator = 40,030 km
                                                              \nLength of Jupiter Equator =439,264 km
                                                              \nLength of Venus Equator = 38,025 km
                                                              \nLength of Mars Equator = 21,297 km<\/p>\n

                                                              Question 8.
                                                              \nBe Precise What are possible estimates for the lengths of the equators of Jupiter and Earth?
                                                              \n\"Envision
                                                              \nAnswer:
                                                              \nLength of Earth Equator = 40,030 km
                                                              \nLength of Jupiter Equator =439,264 km
                                                              \nlength of Jupiter Equator is greater than length of Earth Equator .<\/p>\n

                                                              Question 9.
                                                              \nReasoning<\/strong> What is the relationship between the estimates you found for the lengths of the two equators?
                                                              \nAnswer:
                                                              \nLength of Earth Equator = 40,030 km
                                                              \nLength of Jupiter Equator =439,264 km
                                                              \nlength of Jupiter Equator is greater than length of Earth Equator .<\/p>\n

                                                              Question 10.
                                                              \nConstruct Arguments<\/strong> Construct an argument justifying Nora’s conjecture.
                                                              \nAnswer:
                                                              \nNo , Nora\u00a0statement is wrong
                                                              \nExplanation :
                                                              \nLength of Earth Equator = 40,030 km
                                                              \nLength of Jupiter Equator = 439,264 km
                                                              \nNora conjectured that Jupiter’s equator is about 10 times as long as Earth’s equator.
                                                              \n10 times the Length of Earth Equator = 40,030 km \u00d7 10 = 400,300 km .
                                                              \n10 times the Length of Earth Equator is not equal to Length of Jupiter Equator
                                                              \n400,300 # 439,264 kms .
                                                              \nSo, Nora statement is wrong<\/p>\n

                                                              Topic 1 Fluency Review Activity<\/h3>\n

                                                              Point & Tally<\/strong>
                                                              \nFind a partner. Get paper and pencil. Each partner chooses a different color: Light blue or dark blue.<\/p>\n

                                                              Partner 1 and Partner 2 each point to a black number at the same time. Both partners multiply those numbers.<\/p>\n

                                                              If the answer is on your color, you get a tally mark. Work until one partner has twelve tally marks.
                                                              \nI can … multiply within 100.
                                                              \n\"Envision<\/p>\n

                                                              Topic 1 Vocabulary Review<\/h3>\n

                                                              Understand Vocabulary<\/strong>
                                                              \nChoose the best term from the box. Write it on the blank.
                                                              \nWord List<\/p>\n

                                                                \n
                                                              • conjecture<\/li>\n
                                                              • expanded form<\/li>\n
                                                              • greater than symbol (>)<\/li>\n
                                                              • Less than symbol (<)<\/li>\n
                                                              • millions<\/li>\n
                                                              • period<\/li>\n
                                                              • place value<\/li>\n
                                                              • rounding<\/li>\n<\/ul>\n

                                                                Question 1.
                                                                \nA group of three digits, separated by commas, starting from the right is called a ___________.
                                                                \nAnswer:
                                                                \nA group of three digits, separated by commas, starting from the right is called a period<\/p>\n

                                                                Question 2.
                                                                \nA process that determines which multiple of 10, 100, 1,000 (and so on) a number is closest to is called __________.
                                                                \nAnswer:
                                                                \nA process that determines which multiple of 10, 100, 1,000 (and so on) a number is closest to is calle rounding<\/p>\n

                                                                Question 3.
                                                                \nA statement that is believed to be true but has not yet been proven is called a ___________.
                                                                \nAnswer:
                                                                \nA statement that is believed to be true but has not yet been proven is called a conjecture<\/p>\n

                                                                Question 4.
                                                                \nThe value given to a place a digit has in a number is called its ___________.
                                                                \nAnswer:
                                                                \nThe value given to a place a digit has in a number is called its place value<\/p>\n

                                                                Question 5.
                                                                \nIn a number, a period of three places to the left of the thousands period is called the __________ period.
                                                                \nAnswer:
                                                                \nIn a number, a period of three places to the left of the thousands period is called the Millions period.<\/p>\n

                                                                For each of these terms, give an example and a non-example.
                                                                \nQuestion 6 – 8.
                                                                \n\"Envision
                                                                \nAnswer:
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Vocabulary-Review-Question-6-to-8\"<\/p>\n

                                                                Use Vocabulary in Writing<\/strong>
                                                                \nQuestion 9.
                                                                \nDescribe the value of the 9 in 926,415. Use at least 2 terms from the Word List in your explanation.
                                                                \nAnswer:
                                                                \n926,415 – 900,000 – 9 hundred thousands
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Vocabulary-Review-Question-9\"<\/p>\n

                                                                Topic 1 Reteaching<\/h3>\n

                                                                Set A pages 5-8<\/strong><\/p>\n

                                                                Use a place-value chart to write 301,400.
                                                                \nExpanded form: 300,000 + 1,000 + 400
                                                                \nNumber name: three hundred one thousand, four hundred
                                                                \n\"Envision<\/p>\n

                                                                Remember<\/strong> that each period has hundreds, tens, ones, and the period name.<\/p>\n

                                                                Write each number in expanded form and using number names.
                                                                \nQuestion 1.
                                                                \n7,549
                                                                \nAnswer:
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-A-Question-1\"
                                                                \nExpanded form: 7,000 + 500 + 40 + 9
                                                                \nNumber name:\u00a0 Seven thousand, five hundred and forty Nine .<\/p>\n

                                                                Question 2.
                                                                \n92,065
                                                                \nAnswer:
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-A-Question-2\"
                                                                \nExpanded form: 90,000 + 2,000 + 60 + 5
                                                                \nNumber name:\u00a0 Ninety Two thousand and Sixty Five .<\/p>\n

                                                                Set B pages 9-12<\/strong><\/p>\n

                                                                \"Envision
                                                                \n1,111 = 1,000 + 100 + 10 + 1
                                                                \nAs you move left, each 1 \u00d7 10 = 10
                                                                \nnumeral is 10 times greater 10 \u00d7 10 = 100
                                                                \nthan the digit on its right. 100 \u00d7 10 = 1,000<\/p>\n

                                                                Remember<\/strong> to use the relationship between the values of the digits.<\/p>\n

                                                                For 1-2, solve.
                                                                \nQuestion 1.
                                                                \nHow many times greater is the value of the 7 in 70,048 than the value of 7 in 17,992?
                                                                \nAnswer:
                                                                \nthe value of the 7 in 70,048 = 70,000
                                                                \nthe value of 7 in 17,992 = 7,000 .
                                                                \nThe value is 7 in 70,048 is 10 times greater than the value of 7 in 17,992\u00a0 .
                                                                \n7,000 \u00d7 10 = 70,000 .
                                                                \nExplanation :
                                                                \nAs you move left, each 1 \u00d7 10 = 10
                                                                \nnumeral is 10 times greater 10 \u00d7 10 = 100
                                                                \nthan the digit on its right. 100 \u00d7 10 = 1,000<\/p>\n

                                                                Question 2.
                                                                \nViolet has 30 glass tiles. She would like to mosaic tile a tabletop with 10 times that number of tiles. How many tiles does Violet want to use?
                                                                \nAnswer:
                                                                \nNumber of Violet glass tile = 30
                                                                \nNumber of tiles required =10 times that number of tiles = 30 \u00d7 10 =\u00a0 300 titles .<\/p>\n

                                                                Set C pages 13-16<\/strong><\/p>\n

                                                                Use place value to compare 45,423 and 44,897. Start comparing from the left. Look for the first digit that is different.
                                                                \n45,423
                                                                \n44,897
                                                                \n5 > 4
                                                                \n5,000 > 4,000
                                                                \nSo, 45,423 > 44,897.<\/p>\n

                                                                Remember<\/strong> that you can use place value to compare numbers.<\/p>\n

                                                                Write < or > in the O.
                                                                \nQuestion 1.
                                                                \n291,846 \"Envision 291,864
                                                                \nAnswer:
                                                                \n291,846 < \u00a0291,864
                                                                \nExplanation :
                                                                \nStart with the greatest place value. The digits are the same in the hundred thousands ,ten thousands place, thousands place and in the hundred’s place . The digits are different in the Tens place, so that place is compared.
                                                                \n291,84<\/strong>6
                                                                \n291,86<\/strong>4
                                                                \n40 < 60
                                                                \nSo, 291,846 < \u00a0291,864 .<\/p>\n

                                                                Question 2.
                                                                \n66,298 \"Envision 66,298
                                                                \nAnswer:
                                                                \n66,298 =\u00a066,298
                                                                \nExplanation :
                                                                \nBoth the numbers have same digits in ten thousand, thousand , hundred , tens and ones place.
                                                                \nSo, both the numbers are equal .<\/p>\n

                                                                Question 3.
                                                                \n88,645 \"Envision 87,645
                                                                \nAnswer:
                                                                \n88,645 >\u00a087,645
                                                                \nExplanation :
                                                                \nStart with the greatest place value. The digits are the same in ten thousands place\u00a0 . The digits are different in the thousands place, so that place is compared.
                                                                \n88<\/strong>,645
                                                                \n87<\/strong>,645
                                                                \n8,000 > 7,000
                                                                \n8 thousands > 7 thousands .
                                                                \nSo, 88,645 >\u00a087,645<\/p>\n

                                                                Set D pages 17-20<\/strong><\/p>\n

                                                                Round 764,802 to the nearest hundred thousand.
                                                                \n\"Envision
                                                                \n764,802 is to the right of the halfway point.
                                                                \nSo, 764,802 rounds to 800,000.<\/p>\n

                                                                Remember<\/strong> to find the halfway point to help you round.<\/p>\n

                                                                For 1-4, use number lines or place value to round each number to the place of the underlined digit.
                                                                \nQuestion 1.
                                                                \n166<\/span>,742
                                                                \nAnswer:
                                                                \nRound 166<\/span>,742 to the nearest thousand.
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-D-Question-1\"
                                                                \n166<\/span>,742\u00a0is to the right of the halfway point.
                                                                \nSo, 166<\/span>,742 rounds to 167,000 .<\/p>\n

                                                                Question 2.
                                                                \n76<\/span>,532
                                                                \nAnswer:
                                                                \nRound 76<\/span>,532to the nearest thousand.
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-D-Question-2\"
                                                                \n76<\/span>,532 is to the right of the halfway point.
                                                                \nSo, 76<\/span>,532 rounds to 77,000 .<\/p>\n

                                                                Question 3.
                                                                \n5<\/span>,861
                                                                \nAnswer:
                                                                \nRound 5<\/span>,861 to the nearest thousand.
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-D-Question-3\"
                                                                \n5<\/span>,861 is to the right of the halfway point.
                                                                \nSo, 5<\/span>,861 rounds to 6000 .<\/p>\n

                                                                Question 4.
                                                                \n432<\/span>,041
                                                                \nAnswer:
                                                                \nRound 432<\/span>,041 to the nearest thousand.
                                                                \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Reteaching-Set-D-Question-4\"
                                                                \n432<\/span>,041 is to the Left of the halfway point.
                                                                \nSo, 432<\/span>,041 rounds to 432,000 .<\/p>\n

                                                                Set E pages 21-24<\/strong><\/p>\n

                                                                Think about these questions to help you construct arguments.
                                                                \nThinking Habits<\/p>\n

                                                                  \n
                                                                • How can I use numbers, objects, drawings, or actions to justify my argument?<\/li>\n
                                                                • Am I using numbers and symbols correctly?<\/li>\n
                                                                • Is my explanation clear and complete?
                                                                  \n\"Envision<\/li>\n<\/ul>\n

                                                                  Remember<\/strong> that you can use math to show why your argument is correct.<\/p>\n

                                                                  According to the 2000 census, the population of a city was 935,426. According to the 2010 census, the population of the same city was 934,578. Taylor says the 2000 population was greater than the 2010 population.
                                                                  \nQuestion 1.
                                                                  \nConstruct an argument that supports Taylor’s conjecture.
                                                                  \nAnswer:
                                                                  \nPopulation of the city in 2000 census = 935,426
                                                                  \nPopulation of the city in 2010 census = 934,578
                                                                  \n935,426 > 934,578
                                                                  \nTaylor statement made is correct .
                                                                  \nExplanation :
                                                                  \nThe digits are the same in the hundred thousands place and in the ten thousands place. The digits are different in the thousands place, so that place is compared.
                                                                  \n935<\/strong>,426
                                                                  \n934<\/strong>,578
                                                                  \n5000 > 4000 .
                                                                  \nSo, 935,426 > 934,578
                                                                  \nStep 1: Always start from the digits\u00a0at the highest place value.
                                                                  \nStep 2: Compare the digits at this place value in both numbers. The number with the bigger digit is greater. Step 3: If the digits are equal, move one place value to the right\u00a0\ud83d\udc49, and repeat Step 2.<\/p>\n

                                                                  Question 2.
                                                                  \nIn 1870, the population was seventy-two thousand, five hundred six. Lupita wrote 72,560. Construct a math argument that explains whether Lupita wrote the number correctly.
                                                                  \nAnswer:
                                                                  \nPopulation in 1870 = seventy-two thousand, five hundred six = 76,506 .
                                                                  \nPopulation in 1870 written by Lupita = 72,560
                                                                  \nLupita wrote the number wrongly as she represented 6 in the tens place like seventy-two thousand, five hundred and sixty .<\/p>\n

                                                                  Topic 1 Assessment Practice<\/h3>\n

                                                                  Question 1.
                                                                  \nChoose all the numbers that round to 100,000 when rounded to the nearest hundred thousand.
                                                                  \n\u2610 9,999
                                                                  \n\u2610 89,006
                                                                  \n\u2610 109,999
                                                                  \n\u2610 119,999
                                                                  \n\u2610 999,999
                                                                  \nAnswer:
                                                                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Assessment-Practice-Question-1\"<\/p>\n

                                                                  Question 2.
                                                                  \nWhich symbol makes the comparison true? Write >,=, or < in the \"Envision.
                                                                  \n111,011 \"Envision 110,111
                                                                  \n\"Envision
                                                                  \nAnswer:
                                                                  \n111,011 >110,111
                                                                  \n<\/span>The digits are the same in the hundred thousands place and in the ten thousands place. The digits are different in the thousands place, so that place is compared.
                                                                  \n111<\/strong>,011
                                                                  \n110<\/strong>,111
                                                                  \n1 thousand > 0 thousand
                                                                  \nSo, 111,011 >110,111<\/span>
                                                                  \nExplanation :
                                                                  \nStep 1: Always start from the digits\u00a0at the highest place value.
                                                                  \nStep 2: Compare the digits at this place value in both numbers. The number with the bigger digit is greater. Step 3: If the digits are equal, move one place value to the right\u00a0\ud83d\udc49, and repeat Step 2.<\/p>\n

                                                                  Question 3.
                                                                  \nWrite three numbers that round to 40,000 when rounded to the nearest ten thousand.
                                                                  \nAnswer:
                                                                  \nThree numbers that round to 40,000 when rounded to the nearest ten thousand are 38,990 ; 42,640 and 39,999 .<\/p>\n

                                                                  Question 4.
                                                                  \nJohn wrote the numbers 678,901 and 67,890. How many times greater is the value of 7 in 678,901 than the value of 7 in 67,890?
                                                                  \nA. 10,000
                                                                  \nB. 1,000
                                                                  \nC. 100
                                                                  \nD. 10
                                                                  \nAnswer:
                                                                  \nOption D
                                                                  \nExplanation :
                                                                  \nThe place value of 7 in 67<\/strong>8,901\u00a0 = 70,000 .
                                                                  \nThe place value of 7 in 67<\/strong>,890 \u00a0= 7,000 .
                                                                  \n7,000 \u00d7 10 = 70,000 .
                                                                  \nThe place value of 7 in 67<\/strong>8,901 is 10 times greater than The place value of 7\u00a0in 67<\/strong>,890 .<\/p>\n

                                                                  Question 5.
                                                                  \nLook at the numbers in the table.
                                                                  \n\"Envision
                                                                  \nWhich number has one digit that represents ten times the value of the digit to its right? Explain.
                                                                  \nAnswer:
                                                                  \n375,595\u00a0 has the one digit that represents ten times the value of the digit to its right .
                                                                  \nExplanation :
                                                                  \nThe place value of 375<\/strong>,595 is 5,000
                                                                  \nThe place value of 375,5<\/strong>95 is 500
                                                                  \nThe place value of 375<\/strong>,595 is 5,000 which is ten times the value of the digit to its right that is The place value of 375,5<\/strong>95 is 500 .<\/p>\n

                                                                  Question 6
                                                                  \nWrite the number for 160,060 in expanded form and using number names.
                                                                  \nAnswer:
                                                                  \n160,060
                                                                  \nExpanded form – 100,000 + 60,000 + 60<\/p>\n

                                                                  Question 7.
                                                                  \nA. For each number, give the whole number that represents the value of the underlined digit. Write your answers in the boxes.
                                                                  \n\"Envision
                                                                  \nAnswer:
                                                                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Assessment-Practice-Question-7\"<\/p>\n

                                                                  Question :
                                                                  \nB. Look at your answers in Part A. In which number is the value of the underlined digit 10 times the value of the digit to the right of it?
                                                                  \nA. 155<\/span>,349
                                                                  \nB. 65<\/span>1,907
                                                                  \nC. 947,5<\/span>02
                                                                  \nD. 317,05<\/span>5
                                                                  \nAnswer:
                                                                  \nOption D .<\/p>\n

                                                                  Question 8.
                                                                  \nRhode Island has about three hundred fifty-six thousand acres of forested land. What is this number in standard form rounded to the nearest ten thousand?
                                                                  \nA. 350,000
                                                                  \nB. 400,000
                                                                  \nC. 360,000
                                                                  \nD. 356,000
                                                                  \nAnswer:
                                                                  \nRhode Island Area = three hundred fifty-six thousand = 356,000
                                                                  \n35<\/strong>6,000 rounded to the nearest ten thousand = 360,000 .<\/p>\n

                                                                  Question 9.
                                                                  \nWhich one of the following comparisons is correct?
                                                                  \nA. 65,215 > 65,512
                                                                  \nB. 292,200 < 229,200
                                                                  \nC. 890,242 < 890,224
                                                                  \nD. 101,111 < 111,111
                                                                  \nAnswer:
                                                                  \nComparisons which are correct is Option D .<\/p>\n

                                                                  Question 10.
                                                                  \nWrite <, =, or > to complete a true comparison for each pair of numbers.
                                                                  \n72,013 _______ 72,103
                                                                  \n87,210 _______ 87,210
                                                                  \n126,999 _______ 152,999
                                                                  \n400,602 _______ 400,062
                                                                  \n147,634 _______ 146,734
                                                                  \nAnswer:
                                                                  \n72,013 < 72,103
                                                                  \n87,210 = 87,210
                                                                  \n126,999 < 152,999
                                                                  \n400,602 > 400,062
                                                                  \n147,634 > 146,734<\/p>\n

                                                                  Question 11.
                                                                  \nThe table shows the areas of four states.
                                                                  \n\"Envision
                                                                  \nA. Which of the 4 states has the least area? the greatest area? Write the number name for the area of each of these states.
                                                                  \nAnswer:
                                                                  \nKansas have Least Area= 82,278 square miles .
                                                                  \nMontana have Greatest Area = 147,042 square miles .
                                                                  \n82,278 = Eighty two thousand two hundred and seventy eight .
                                                                  \n147,042 = one hundred and forty seven thousand and forty two .<\/p>\n

                                                                  B. Draw a place-value chart. Record Kansas’s area. Explain how the value of the 2 in the thousands place compares with the value of the 2 in the hundreds place.
                                                                  \nAnswer:
                                                                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Assessment-Practice-Question-11\"
                                                                  \nThe value of 2 in one thousands place = 2,000 .
                                                                  \nThe value of 2 in hundreds place = 200 .
                                                                  \n2,000 = 200 \u00d7 10
                                                                  \nThe value of 2 in one thousands place is ten times greater than The value of 2 in hundreds place .<\/p>\n

                                                                  Topic 1 Performance Task<\/h3>\n

                                                                  Video Games<\/strong>
                                                                  \nTanji, Arun, and Juanita are playing a video game with 3 levels. The opportunity to earn points increases as the levels of the game increase. To keep track of their progress, Tanji, Arun, and Juanita record and examine their scores at each level.
                                                                  \nQuestion 1.
                                                                  \nUse the Level 1 table to answer the following questions.
                                                                  \n\"Envision
                                                                  \nPart A
                                                                  \nQuestion :
                                                                  \nTanji noticed he was the only player with 3s in his Level 1 score. What are the values of the 3s in Tanji’s score?
                                                                  \nAnswer:
                                                                  \nTanji’s Score = 4,337
                                                                  \nthe values of the 3s in tanji score = 300 and 30 .<\/p>\n

                                                                  Part B
                                                                  \nQuestion :
                                                                  \nArun noticed the 5s in his score were next to each other. Describe the relationship between the 5s in Arun’s score.
                                                                  \nAnswer:
                                                                  \nArun’s score = 5,519
                                                                  \nthe values of the 5 s in Arun’s score =5,000 and 500 .
                                                                  \n5,000 is ten times the 500 .
                                                                  \nthe value of one 5 in his score is ten times greater than the value of the other 5<\/p>\n

                                                                  Part C
                                                                  \nQuestion :
                                                                  \nJuanita says the value of one 8 in her score is ten times greater than the value of the other 8. Construct an argument and draw a place-value chart to determine if Juanita is correct.
                                                                  \nAnswer:
                                                                  \nJuanita’s Score = 2,868
                                                                  \n\"Envision-Math-Common-Core-4th-Grade-Answers-Key-Topic-1-Generalize-Place-Value-Understanding-Topic-1-Performance-Task-Question-1-Part-C\"
                                                                  \nthe value of one 8 in her score is ten times greater than the value of the other 8 is wrong because
                                                                  \nthe value of one 8 in her score is hundred times greater than the value of the other 8 .
                                                                  \nThe value of 8 in 2,8<\/strong>68 is 800 .
                                                                  \nThe value of 8 in 2,868<\/strong> is 8 .
                                                                  \n800 = 8 \u00d7 100 .<\/p>\n

                                                                  Question 2.
                                                                  \nUse the Level 2 table to answer the following questions.
                                                                  \n\"Envision
                                                                  \nPart A – Question
                                                                  \nJuanita had the greatest score at Level 2, followed by Tanji and Arun. Write each player’s score in expanded form to compare each score by place value.
                                                                  \nAnswer:
                                                                  \nJuanita’s Score = 60,114 = 60,000 + 100 + 10 + 4 .
                                                                  \nArun’s Score = 39,207 = 30,000 + 9,000 + 200 + 7
                                                                  \nTanji’s Score = 56,899 = 50,000 + 6,000 + 800 + 90 + 9<\/p>\n

                                                                  Part B – Question
                                                                  \nWrite each player’s score using number names.
                                                                  \nAnswer:
                                                                  \nJuanita’s Score = 60,114 = Sixty thousand One hundred and fourteen .
                                                                  \nArun’s Score = 39,207 = Thirty nine thousand two hundred and seven .
                                                                  \nTanji’s Score = 56,899 = Fifty Six thousand eight hundred and ninety nine .<\/p>\n

                                                                  Part C – Question
                                                                  \nUse >, =, or < to write comparisons between the Level 2 scores.
                                                                  \nAnswer:
                                                                  \nJuanita’s Score = 60,114
                                                                  \nArun’s Score = 39,207
                                                                  \nTanji’s Score = 56,899
                                                                  \n60,114 > 56,899\u00a0 > 39,207 .<\/p>\n

                                                                  Part D – Question
                                                                  \nArun noticed his Level 2 score has a greater value in the thousands place than Tanji’s and Juanita’s Level 2 scores. Round Arun’s score to the nearest thousand.
                                                                  \nAnswer:
                                                                  \nArun’s Score = 39,207
                                                                  \nRounded to Nearest thousand is
                                                                  \n39<\/strong>,207 = 39,000.<\/p>\n","protected":false},"excerpt":{"rendered":"

                                                                  Go through the\u00a0enVision Math Common Core Grade 4 Answer Key\u00a0Topic 1 Generalize Place Value Understanding\u00a0regularly and improve your accuracy in solving questions. enVision Math Common Core 4th Grade Answers Key Topic 1 Generalize Place Value Understanding Essential Questions: How are greater numbers written? How can whole numbers be compared? How are place values related? enVision …<\/p>\n","protected":false},"author":1,"featured_media":0,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[2],"tags":[],"jetpack_sharing_enabled":true,"jetpack_featured_media_url":"","_links":{"self":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/10357"}],"collection":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/comments?post=10357"}],"version-history":[{"count":4,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/10357\/revisions"}],"predecessor-version":[{"id":28088,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/posts\/10357\/revisions\/28088"}],"wp:attachment":[{"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/media?parent=10357"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/categories?post=10357"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/envisionmathanswerkey.com\/wp-json\/wp\/v2\/tags?post=10357"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}