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Grade 4

• Strand 2

  • 4.2.A
  • 4.2.B
  • 4.2.C
  • 4.2.D
  • 4.2.E
  • 4.2.F
  • 4.2.G
  • 4.2.H

• Strand 3

  • 4.3.A
  • 4.3.B
  • 4.3.C
  • 4.3.D
  • 4.3.E
  • 4.3.F
  • 4.3.G

• Strand 4

  • 4.4.A
  • 4.4.B
  • 4.4.C
  • 4.4.D
  • 4.4.E
  • 4.4.F
  • 4.4.G
  • 4.4.H

• Strand 5

  • 4.5.A
  • 4.5.B
  • 4.5.C
  • 4.5.D

• Strand 6

  • 4.6.A
  • 4.6.B
  • 4.6.C
  • 4.6.D

• Strand 7

  • 4.7.A
  • 4.7.B
  • 4.7.C
  • 4.7.D
  • 4.7.E

• Strand 8

  • 4.8.A
  • 4.8.B
  • 4.8.C

• Strand 9

  • 4.9.A
  • 4.9.B

• Strand 10

  • 4.10.A
  • 4.10.B
  • 4.10.C
  • 4.10.D
  • 4.10.E

TEKS Math Standard: 4.2.A

interpret the value of each place-value position as 10 times the position to the right and as one-tenth of the value of the place to its left

What If There Were No Hundreds Place?

Imagine a world with no hundreds place. We’d have to call it ten tens instead. But then, what would we call the thousands place? How would we read 9999? What if we added one more?

Gr 1, 2, 3, 4, 5, 8

Calculators, Patterns, and Multiplying By Decimals

Before teaching students the procedure for multiplying with decimals, how much can they intuitively glean from a structured play session with calculators?

Gr 3-7

Place Value (Beyond Base 10)

Place value is something we cover in elementary school. It seems simple, but I’d wager that very few adults really understand the topic. I sure didn’t until I worked with non-base-10 number systems in college. Your students can get a taste of this mind-boggling experience by imagining what it would be like if we didn’t have the number 9. What would each digit represent then?

Gr 1-6