CBSE Class 4 Maths Place Value HOTs

HOTS

1. The number is a 5-digit number. The value of the ten thousands and thousands place is the greatest 1-digit number. The hundreds place is double of tens place, tens place is double of ones place and the digit at ones place is 2. Write the numeral.
Answer: 99842

2. One added to any number leaves it exactly the same. Say True or False. If false then, correct it.
Answer: False. As on adding one to any number give its successor.

3. When we subtract one from any number, greater than 0, result is a number _____ it.
Answer: preceding 

4. Which of the following statements can be true? 

a. A is the largest of all other numbers.
b. D is the smallest of all other numbers.
c. A is the smallest of all other numbers.
d. C is the largest of all other numbers.
Answer: C

5. Tina had four digits. She used each digit only once to make the largest number.

Tina puts 9 in the tens place. What would be the largest number she could make? 
Answer: 7594

SUMMARY

1. Indian Place Value Chart showing the first nine places is given below. 

2. In a given numeral, starting from the right in the place-value chart:
a. The first three places make the ones period.
b. The next two places make the thousands period.
c. The next two places make the lakhs period.
d. The next two places make the crores period.

3. The face value of a digit is the digit itself, wherever it may be.

4. Place value of a digit = (Its face-value) × (Value of the place).

5. The place value of 0 is always 0.

6. A number 1 more than a given number is called its successor.

7. A number 1 less than a given number is called its predecessor.

8. A number having more digits is greater than another having fewer digits.

9. To compare two numbers having the same number of digits, we compare the left-most digits. If they are equal, we compare the second digits from the left. We proceed in the above manner till we get unequal digits at the corresponding places. Now, the number with greater such digit is the greater of the two.

10. Numbers in ascending order means the numbers arranged from smaller to greater.

11. Numbers in descending order means the numbers arranged from greater to smaller.

ERROR ANALYSIS

1. During formation of the greatest and the smallest numbers, when it includes ‘0’ as a digit, students tend to write ‘0’ on the left most side of the number which has no value.
Incorrect (×) Correct (✔)
0,13,46,789 1,03,46,789

2. Students tend to write plural form of periods while writing numbers in words.
e.g 4,23,695 Incorrect - Four lakhs twenty three thousands six hundreds ninety five.
Correct - Four lakh twenty three thousand six hundred ninety five.

3. While, writing numbers in words, the use of word ‘and’ before tens and ones is not to be done.
Reading 93,472 as ninety three thousand four hundred and seventy two is wrong. Here ‘and’ should not be used.

4. In writing Roman Numerals, students generally commit the mistake of writing 25 as VXX. That is wrong. The correct way is XXV.

ACTIVITY I

Complete the puzzle with Roman Numerals. 

ACTIVITY II

Solve the following crossword puzzle using the clues given below: 

Across
1. Fifty-nine lakh thirty-six thousand fifty-nine
2. Greatest 2-digit number
3. Predecessor of 76,67,344
4. Predecessor of 3,60,600
5. Seven ones subtracted from 20 tens
6. 9000 + 500 + 80 + 6
7. Greatest 3-digit number

Down
1. Successor of 28,16,128
2. Ten lakhs more than 82,62,635
3. 1 lakh more than 32,49,639
4. Subtract 31 ones from 100 tens
5. Predecessor of 6400
6. 235 less than the least 4-digit number

ACTIVITY III

Understanding Numbers Beyond Thousand
YOU WILL NEED

Arrow number cards

Steps :
1. Students work in groups of 3 to 4. 

2. Each group has a set of arrow number cards.
3. Write a number on the blackboard, for example, 3,72,136.
4. Ask a student to read the number.
Three lakh seventy-two thousand one hundred thirty-six
5. Each group has to arrange the arrow cards to get the number called out by the first student. 

6. The students hold the arrow cards in such a way that the arrow end of all the cards are exactly one above the other. The cards will now form a number as shown here.

She / He will ask the next student the place value of another digit, and the chain continues.