4.2.A
The Standard
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
Texas Essential Knowledge and Skills for Mathematics
Teacher's field guide
What This Standard Means
What Students Need to Do
- Students explain how a digit’s value changes when it moves one place left or right. They apply the same pattern across whole-number and decimal places.
What Mastery Looks Like
- Students identify the value of a digit in any given position. They can explain, for example, why 600 is ten times 60 and 0.6 is one-tenth of 6.
Common Misconceptions
- Students may think repeated digits have the same value, regardless of position. They may reverse the pattern when moving right or think it stops at the decimal point.
How to Assess It
- Exit ticket: In 33.3, write the value of each 3 and explain how each value relates to the one beside it.
Lesson moves
Ways to Teach It
Build 3 hundreds with base-ten blocks, then exchange each hundred for 10 tens and record the values on a place-value mat.
Ask students to explain in writing why the 4s in 440 have different values and how those values are related.
Play a card game where students move one digit left or right on a place-value chart and state its new value.
Use play money to compare $1, $0.10, and $0.01, then describe how each amount relates to the next.
Keep exploring
Related Standards
- 3.2.B
describe the mathematical relationships found in the base-10 place value system through the hundred thousands place
- 4.2.B
represent the value of the digit in whole numbers through 1,000,000,000 and decimals to the hundredths using expanded notation and numerals
- 2.7.B
use an understanding of place value to determine the number that is 10 or 100 more or less than a given number up to 1,200
- 4.2.H
determine the corresponding decimal to the tenths or hundredths place of a specified point on a number line
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