This unit provides many opportunities for students to explore number meaning and to develop number sense. Students collect large numbers from a variety of resources that they then organize using benchmarks, then on a number line, and then with base-ten pieces. Students then estimate quantities using Mystery Jars and referents and use benchmarks and number lines to round large numbers. Students will also analyze the non-linear patterns while working with large numbers and exponents. In this unit, students will also assess their fluency with all the multiplication facts and start the systematic review of the division facts.
| EXPECTATIONS | |
|---|---|
| Use this list of Expectations to assess students on the key concepts and skills in this unit. | |
| E1.* | Read and write large numbers (to the millions). |
| E2.* | Compare and order large numbers (to the millions). |
| E3.* | Represent large numbers (to the millions) using place value charts, number lines, and number sentences (e.g., 10,705 = 10,000 + 700 + 5). |
| E4. | Make connections between place value concepts and representations of numbers (to one million) with base-ten pieces, number lines, expanded form, and standard form. |
| E5. | Use patterns to make predictions and generalizations. |
| E6.* | Round quantities to benchmark numbers. |
| E7. | Estimate quantities. |
| E8. | Solve division problems involving zero and justify solutions. |
| E9.* | Estimate sums and differences for large numbers. |
| E10.* | Demonstrate fluency with the division facts for the 5s and 10s. |
| E11.* | Determine the unknown number in a multiplication or division sentence relating three whole numbers for the 5s and 10s facts. |
| E12.* | Demonstrate fluency with all the multiplication facts. |
| * Denotes Benchmark Expectation | |