MATHEMATICS-9

ESSENTIAL UNIT 1 (E01)

(Place Value, Addition & Subtraction to 1,000,000)
(July 2013)

Unit Statement: The student will explore place value, addition, and subtraction with a
goal of recognizing and applying proper math concepts and terminology, and developing
and applying problem-solving skills to real-life situations.
Essential Outcomes: (must be assessed for mastery.)
Problem solving and higher order thinking components are essential for A level
mastery. Each TSW can contain problem solving and higher order thinking components
(as found in suggested text).
1. The Student Will model the 10 to 1 relationship between adjacent positions in a
decimal system, (Go Math4 1.1)*
2. TSW rename whole numbers according to place value. (1.5)
3. TSW rank and compare whole numbers. (1.3)
4. TSW round numbers to given place values. (1.4)
5. TSW evaluate sums and differences for reasonability by estimating in advance of
computation. (1.6 & 1.7)
6. TSW identify and write numbers in standard, expanded, short word and long word
form. (1.2)
7. TSW solve problems by drawing a diagram. (1.8) (Not assessed on the text
Chapter 1 test)\
*Suggested Go Math chapter sections to use with TSWs
Introduced and Practiced Outcomes: (taught not assessed)
1. The Student Will identify which role numbers play in real world applications.
(label, hold position, measure, and/or count something)
2. TSW read, write, and identify place values of digits in whole numbers through
millions.
3. TSW practice basic math facts (addition, subtraction and multiplication) for
increased fluency and accuracy.
4. TSW discuss the concepts using the key terms.

QSI MATHEMATICS-9 E01

Copyright 2012-2019

Key Terms and Concepts:

Estimate
Standard form

Expanded form
Word form

Period

Round up

Round down

Suggested Assessment Tools and Strategies:

Go Math! 4 instruments for assessment
Anecdotal records for formative notes
Original project rubrics
Suggested Resources:
Go Math! 4 adopted student editions, Chapter 1
Go Math! 4 chapter 1 planner matrix located in the Teacher Edition, pp. 3A-3C (hard
copy, CD &/or online)
Go Math! 4 EverydayCounts whiteboard lessons (CD or online)
Go Math! 4 eplanner (These are helpful with prepping for, and organizing the
manipulatives and other support materials if using the text to teach the lesson.)
School manipulatives collection for 9 year old classes
Additional Resources:
These materials will not be provided automatically, but schools are encouraged to purchase
them to support the course.
Everyday Math Counts Kit for Grade 4 to include the teacher manual
Technology Links:
These links.are part of the Go Math! 4 program purchased and should provide support
until 2020. Access to the internet versions of the electronic resources suggested above is
achieved through these links.
WebPath express (On library computers, if not on classroom desktops)
http://www.hmhelearning.com
http://www-k6.thinkcentral.com
Suggested Activities:
In math journal, have students explain the process used to round number amounts
and make connections by giving examples of its use of rounding in real-life
applications.

Brainstorm with another person and make a list of things you can count by 100s,
1,000s, and 1,000,000s. Describe how you can use benchmarks of known
numbers/measurements to compare other large numbers.

Play the games in the centers, online, or private collections to provide opportunities
for students to practice verbalizing their thoughts. Ex: Use dice or playing cards to
allow players to create computation problems. Then listen for them to predict
whose sum or difference will be the largest before they compute using white slates
or paper to write their created problem.

QSI MATHEMATICS-9 E01

Copyright 2012-2019

Page 3G, 5B, 9B,13B, 17B, 23B, 27B, 31B, 35B in the GM Chapter 1 TE, plus
digital path info

Mad math sheets

Give each student a card with a value having a non-zero digit followed by up to 6
zeros. Ask the class to arrange themselves into the left-right sequence for proper
place values in the system. Consider giving them straws and making two rows
(one standing behind a second one sitting). Make the rule that no standing/sitting
pair may have more than 9 straws all together. Try it with a subtraction example.

Suggested Cross-curricular Activities:

A weaving with yarn and beads might be created in art. Put beads in the weft so
that when rotated 90 degrees, a favorite 5 or 6 digit number is represented. (e.g.,
the speed of light, some solar system measure, or just randomly selecting from
shuffled playing cards, etc.)
This unit coordinates well with the unit about the solar system.

EVALUATION RUBRIC FOUND ON FOLLOWING PAGE:

QSI MATHEMATICS-9 E01

Copyright 2012-2019

What I need to do..E01 Rubric Place Value, Addition, and Subtraction, all to One Million
Task
TSW
model the 10 to 1 relationship
between adjacent positions in a
decimal system.

A LEVEL

B LEVEL

I invented a unique-to-me way to

show to the teacher that I get the idea
about places having bigger values to
the left & smaller ones to the right.

I used the plastic cubes, rods, flats, and blocks

to model numbers and interpret models, but I
could not explain what I was doing.

rename whole numbers by

regrouping.

rank and compare whole numbers.

round numbers to given place

values
evaluate sums and differences for
reasonability by estimating in
advance of computation.
identify four recognized forms and
write numbers in those forms.
solve problems by drawing a
diagram.

I can show my thinking for how I

arrived at my estimate.

I can explain or otherwise

demonstrate my analysis of word
problems.

I can express numbers in many ways by

changing how many units; tens; 100s; 1000s;
10,000s; 100,000s; or millions are added to
equal that number.
I always know which numbers are bigger, or
if they are equal, no matter how they are
formed.
I always use the rules directed to round any
number given to me.
I can judge if an answer is reasonable
(because I estimate before I compute).
I can read and write any given number in all 4
forms. (Standard/Expanded/Short word/ Long
word)
I drew dots or symbols to help me see the
correct answer to math problems.

My E01 Rubric
In order to receive a B, I must have all B level boxes checked.
In order to receive an A, I must have all boxes checked.
Student Name:

QSI MATHEMATICS-9 E01

Copyright 2012-2019

Date:

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