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B. Number · Number Sense: Numbers to 10 000, Fractions and Decimal Tenths

Number Sense: Numbers to 10 000, Fractions and Decimal Tenths: Unit Review

A1 B1.1 B1.2 B1.3 B1.4 B1.5 B1.6 B1.7 B1.8 B1.9About 40 minutes
Learning goals
  • I can read, write, build, compare, order and round numbers up to 10 000.
  • I can explain the numerator and denominator and show fractions with strips, groups and number lines.
  • I can compare fair shares and count by fractions to 10.
  • I can read, compare, order and round decimal tenths, and match them to fractions.

Words to know

place value
The value of a digit depends on its place: in 5300, the 5 is worth 5000.
round
Change a number to a nearby friendly number.
denominator
How many equal parts make one whole.
numerator
How many of those parts we are counting.
mixed number
A whole number and a fraction, like 2 1/4.
decimal tenths
Numbers like 3.7, where the digit after the decimal point counts tenths.

Let's review!

In this unit you worked with numbers all the way to 10 000: reading and writing them, using place value, building and breaking them apart, comparing and ordering, and rounding to the nearest ten, hundred and thousand. Then you explored fractions from halves to tenths, compared fair shares, and counted by fractions to 10. Finally, you learned about decimal tenths and how they connect to fractions.

This review has a few questions from every lesson. Try each one, then press Show answer to check. If a part feels tricky, go back to that lesson for more practice.

Thousands77000Hundreds3300Tens550Ones44+++7000 + 300 + 50 + 4 = 7354
Quick recap: each digit's place gives it its value. Adding the values gives the number in expanded form.
1/51/51/51/51/500.510.63 fifths = 6 tenths: 3/5 = 6/10 = 0.6
Quick recap: the bar is cut into fifths (thick lines) and tenths (thin lines). 3 fifths cover the same space as 6 tenths, the same point as 0.6 on the number line.

Reading, Writing and Using Numbers to 10 000

1

Write 6047 in words.

2

Write nine thousand three hundred as a numeral.

3

Is the year 2026 a count, a measure or a year? Read it the way we read years.

Place Value: Thousands, Hundreds, Tens and Ones

1

What is the value of the 8 in 2851?

2

Write 7000 + 50 + 4 in standard form.

3

What is 1000 more than 8390?

Building and Breaking Apart Numbers to 10 000

1

How many hundreds are in 5000?

2

What number is 2 thousands and 13 hundreds?

3

Fill in: 6400 = 5000 + □

Comparing and Ordering Numbers to 10 000

1

Compare with > or <: 7089 □ 7098

2

Order from least to greatest: 4510, 4150, 5014, 4501

3

Compare with > or <: 999 □ 1001

Rounding to the Nearest Ten, Hundred or Thousand

1

Round 6382 to the nearest thousand.

2

Round 6382 to the nearest hundred.

3

Round 4995 to the nearest ten.

Fractions: What the Numerator and Denominator Mean

1

In 5/8, what does the 8 tell you?

2

In 5/8, what does the 5 tell you?

3

Which is bigger: 1/4 or 1/10?

Fractions of a Group and on a Number Line

1

3 of 8 birds at a feeder are chickadees. What fraction are chickadees?

2

What is 1/5 of 15?

3

On a number line from 0 to 1 cut into 10 equal parts, a dot is 7 jumps from 0. What fraction is it?

Comparing and Ordering Fair Shares

1

1 pie shared by 5 or 1 pie (same size) shared by 3. Which share is bigger?

2

3 pizzas shared by 8 people. How much does each person get?

3

Compare 3/4 and 2/3.

Counting to 10 by Halves, Thirds, Fourths and More

1

Count by fourths from 2 2/4 to 3 1/4.

2

How many fifths are in 10 wholes?

3

Write 11/3 as a mixed number.

Decimal Tenths: Reading, Writing and Showing

1

Write 7.4 in words.

2

Write six tenths as a decimal.

3

Count by tenths from 4.8 to 5.1.

Comparing and Ordering Decimal Tenths

1

Compare with > or <: 2.8 □ 3.1

2

Order from least to greatest: 1.6, 0.9, 1.2

3

Write a decimal between 5.2 and 5.5.

Rounding Decimal Tenths to the Nearest Whole Number

1

Round 8.3 to the nearest whole number.

2

Round 14.5 to the nearest whole number.

3

A puddle is 0.7 m wide. About how wide is it, to the nearest metre?

Fractions and Decimals: Same Amount, Two Names

1

Write 3/5 as a decimal.

2

Write 0.5 as a fraction in halves.

3

Write 4 3/10 as a decimal.

4

Which is greater: 0.3 or 2/5?

Just for fun

Q: Why did the student bring a ladder to the math review?

A: To climb all the way up to 10 000!

How to use this review

  • Do the review in two or three short sittings. Each section matches one lesson.
  • Let your child use tools: a place value mat, paper money, fraction strips, a metre stick or a number line. Tools are part of Grade 4 math.
  • After each answer, ask "How do you know?" Explaining is as important as the answer.
  • Note which section had mistakes, then revisit that lesson's examples, activity and practice.
  • Praise effort and good strategies, not only right answers.
Check your understanding

Quiz

1.

Which numeral is five thousand sixty?

2.

What is the value of the 7 in 4720?

3.

Which is the same as 3 thousands and 15 hundreds?

4.

Which list is in order from least to greatest?

5.

Round 7549 to the nearest thousand.

6.

In 3/10, what does the 10 tell you?

7.

2 pizzas are shared by 3 people. Another 2 pizzas (same size) are shared by 5 people. Which is true?

8.

Counting by thirds: 1 1/3, 1 2/3, ...

9.

Which is greatest?

10.

Which is equal to 4/5?

For parents and teachers

Use mistakes to choose what to revisit. Each review section matches one lesson.

  • Leaves out zeros (writes 547 for five thousand forty-seven) or says "and" in whole numbers: revisit Reading, Writing and Using Numbers to 10 000.
  • Confuses a digit with its value, or changes the wrong digit for 1000 more: revisit Place Value: Thousands, Hundreds, Tens and Ones with a place value mat.
  • Can't see hidden hundreds (says 5000 has 0 hundreds) or can't trade 10 hundreds for a thousand: revisit Building and Breaking Apart Numbers to 10 000 with paper money.
  • Compares from the ones digit, or thinks 999 > 1001: revisit Comparing and Ordering Numbers to 10 000.
  • Looks at the wrong digit when rounding, or gets stuck rounding across a thousand: revisit Rounding to the Nearest Ten, Hundred or Thousand.
  • Thinks a bigger denominator means a bigger fraction, or mixes up numerator and denominator: revisit Fractions: What the Numerator and Denominator Mean with fraction strips.
  • Doesn't know what the whole is in a group, or counts ticks instead of jumps on a number line: revisit Fractions of a Group and on a Number Line.
  • Compares shares by looking only at the numbers, or uses different-size wholes: revisit Comparing and Ordering Fair Shares and draw same-size bars.
  • Misses a whole when counting by fractions (says 1 10/10), or mixes up mixed numbers and improper fractions: revisit Counting to 10 by Halves, Thirds, Fourths and More.
  • Writes three tenths as 3.0 or .3, or writes 3.10 after 3.9: revisit Decimal Tenths: Reading, Writing and Showing with a metre stick.
  • Ignores the whole number when comparing decimals (thinks 0.9 > 1.2): revisit Comparing and Ordering Decimal Tenths.
  • Rounds 0.4 up or 0.5 down, or answers with a decimal: revisit Rounding Decimal Tenths to the Nearest Whole Number.
  • Matches digits instead of amounts (thinks 1/4 = 0.4 or 1/5 = 0.5): revisit Fractions and Decimals: Same Amount, Two Names and play the memory game.

Strand A (social-emotional learning and mathematical processes) runs through the whole unit: encourage your child to explain their thinking, try a second strategy, check their work, and stay positive when something is hard.