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How do base ten area pieces or representations help with understanding multiplying by 10 or a multiple of 10? How can base ten area pieces be used to represent multiplying by 10 or a multiple of 10?
This expectation represents major work of the grade.
When is it helpful to use a rounded number instead of the exact number?
In Grade 4, this expectation connects to using the four operations with multi-digit whole numbers to solve measurement and other problems.
Look for and make use of structure.