Which equation is correct? \(5 \, thousands \, \, = \, 500 \, tens\)

\(5 \, thousands \, = \, 500 \, tens\)

\(5 \, thousands \, = \, 15 \, tens\)

\(5 \, thousands \, = \, 500 \, tens\)

\(5 \, thousands \, = \, 55 \, tens\)

\(5 \, thousands \, = \, 50 \, tens\)

Which equation is correct? \(10 \, thousands \, \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 100 \, tens\)

\(10 \, thousands \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 110 \, tens\)

\(10 \, thousands \, = \, 20 \, tens\)

Which equation is correct? \(10 \, thousands \, \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 20 \, tens\)

\(10 \, thousands \, = \, 110 \, tens\)

\(10 \, thousands \, = \, 1000 \, tens\)

\(10 \, thousands \, = \, 100 \, tens\)

Convert Numbers with Hundreds, Thousands, Millions - Grade 4

Number Properties, Addition

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Alberta Mathematics curriculum

Grade 4 - Number

Standard 4.N.1 - Analyze place value equations with hundreds, thousands and millions to find which is correct.

Included Skills: Number Properties, Addition

Represent and describe whole numbers to 10 000, pictorially and symbolically. • Read a given four-digit numeral without using the word and; e.g., 5321 is five thousand three hundred twenty-one, NOT five thousand three hundred AND twenty-one. • Write a given numeral, using proper spacing without commas; e.g., 4567 or 4 567, 10 000. • Write a given numeral 0–10 000 in words. • Represent a given numeral, using a place value chart or diagrams. • Express a given numeral in expanded notation; e.g., 321 = 300 + 20 + 1. • Write the numeral represented by a given expanded notation. • Explain the meaning of each digit in a given 4-digit numeral, including numerals with all digits the same; e.g., for the numeral 2222, the first digit represents two thousands, the second digit two hundreds, the third digit two tens and the fourth digit two ones.