# NA3-4: Know how many tenths, tens, hundreds, and thousands are in whole numbers.

This means students will develop a multiplicative view of whole number place value that involves more than knowing the significance of the position of digits in a whole number, for example In 239 456 the 3 means three ten thousands. Strategies for computation require a nested view of place value and understanding the scaling effect as digits move to the right and left in place value. This means that nested in the thousands are hundreds, tens and ones in the same way that nested in the tens are ones and tenths, for example 239 456 has 23 ten thousands, 2394 hundreds, and 23 945 tens, etc. An understanding of nested place value is best demonstrated by calculations where place value units must be constructed by combining or decomposing other place value units. For example, calculations like 2 004 - 700 = may require students to think of 1000 as ten hundreds. At Level Three students should connect the multiplicative value of the places, for example one hundred thousand is ten times as much as ten thousand, and one hundred is the result of dividing one thousand by ten. They should know the effect of multiplying and dividing by ten - 4200 is ten times more than 420 and 43 divided by ten is 4.3.

- Choose appropriately among strategies such as using standard place value, using tidy numbers with compensation, and equal adjustments to solve addition and subtraction problems with whole numbers.
- Choose correct operations to solve joining, separating, and difference problems with whole numbers300

make estimations for addition problems

show understanding of large numbers

find the number of ones, tens, hundreds in numbers

round to the nearest dollar

find fractions and percentages of money

- Recognise the importance of zero as a place holder in whole numbers.
- Recognise and apply understanding of the base ten system repeated naming pattern of thousands, hundreds, tens and ones.
- Appreciate that tens are nested in hundreds and thousands and use that knowledge to rename whole numbers300

Find out how many ones, tens, hundreds and thousands are in all of a whole number.

use rounding and estimation to solve addition problems

show understanding of place value for ones, tens, hundreds, and thousands

order large numbers

add and subtract large numbers using rounding to estimate

identify a number from clues related to multiples, digits, square numbers

list several different names for fractions represented by shaded rows in a hundredths grid.

- Students will explore place value between 1,000 and 1,000,000 as decimal fractions and multiples of 10.
- Students will be able to model and express the sets of ten thousand and one hundred thousand based on models of one thousand and one million.

- Students will be able to express place value amounts in multiplicative terms (for example 10 thousand is 100 x 100)
- Students will be able to add and subtract whole number amounts to 1,000,000

estimate the place of a number on a number line

convert between length measurement units

Find out how many ones, tens, hundreds and thousands are in all of a whole number.

round to the nearest ten

use mental strategies to solve addition problems

Read decimals with tenths, count forwards and backwards in tenths, order decimals with tenths.

use estimation to solve addition and subtraction

order tenths (decimals)

find the number of 10s and 100s in whole numbers