Jaci and Emma are playing a game on their computer where a player earns points.

At the end of the first round: Jaci has seventy-four thousand, two hundred sixteen points. Emma has 70,000 + 4,000 + 100 + 80 + 9 points.

At the end of the second round: Jaci has 52,000 + 200 + 30 + 1 points. Emma has fifty-two thousand, sixty-eight points.

At the end of the third round: Jaci has 62 thousand, 9 hundred seventy-nine points. Emma has sixty-two thousand, nine hundred eighty-four points.

Jaci and Emma organize their points information together and use the greater than, less than, or equal sign to compare who made the most points in each round. How could Jaci and Emma organize their information and include the correct sign? Who made the most points in each round? Show all your mathematical thinking.

Whole Number and Decimal Place Value Unit

The Whole Number and Decimal Place Value
Unit involves understanding and representing the relative position,
magnitude and relationships within the numeration system in order to
answer questions such as:

How can you use the additive property of place value to decompose this number?

How can you use the multiplicative property of place value to describe the meaning of each digit in the number 9,876,543.21?

How can you use the base ten property of place value to explain the
relationship between each of the digits in the number 5,555,555.55?

How can you use base ten blocks or money to represent this decimal? What is ONE?

Standards covered in this Unit include: 4.2A, 4.2B, 4.2C, 4.2D, 4.2E, 4.2F, 4.2G, 4.2H, 4.3G

Exemplars Task-Specific Evidence

This task requires students to read and write multi-digit whole numbers
in a variety of forms. Students will also use inequality symbols to
compare multi-digit whole numbers.

TEKS Mathematical Process Standards

4.1A Apply mathematics to problems arising in everyday life, society, and the workplace.

4.1B Use a problem-solving model that incorporates analyzing given
information, formulating a plan or strategy, determining a solution,
justifying the solution, and evaluating the problem-solving process and
the reasonableness of the solution.

4.1E The student is expected to create and use representations to organize, record, and communicate mathematical ideas.

4.1G Display, explain, and justify mathematical ideas and arguments using
precise mathematical language in written or oral communication.

Underlying Mathematical Concepts

Base-10 place value system

Number sense to 74,216

Possible Problem-Solving Strategies

Model (manipulatives)

Diagram/Key

Chart

Number line

Possible Mathematical Vocabulary/Symbolic Representation

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The Exemplars program is designed to assess students' problem-solving and mathematical-communication skills. It also supports higher-level thinking and extension of mathematical reasoning.