Singapore Math® Intensive Practice 3A
Topic 1 · Numbers to 10,000
Place value to 10,000 — reinforced with Shanghai Maths Chapter 1 ideas.
Lesson alignment
How this Singapore practice topic reinforces Shanghai Maths ideas and maps to Common Core / Eureka — the same note structure as One Lesson One Exercise.
Companion book: Shanghai Maths — One Lesson One Exercise, Grade 3 (ECNU Press English).
Learning objectives
- 1Read, write, and decompose 4-digit numerals into thousands, hundreds, tens, and ones.
- 2State place value “the digit 5 stands for 500” — and compare / order numbers to 10,000.
- 3Complete number patterns and reason about “more than / less than” with place-value units.
- 4Solve word problems that pack or count with hundreds and thousands (bills, bags, cartons).
- 5Take the Challenge! Digit puzzles and spacing problems that deepen number sense.
Common Core standards
| Code | Focus |
|---|---|
| 2.NBT.A.1 / 4.NBT.A.1 | Place value of multi-digit numbers |
| 2.NBT.A.3 / 4.NBT.A.2 | Read, write, compare multi-digit numbers |
| 3.NBT.A.1–2 | Patterns feed Grade 3 fluency |
| 3.OA.D.8 | Multi-step word problems with place-value language |
Eureka Math correspondence
| Focus | Eureka |
|---|---|
| Place-value tables / expanded form | G2 M3 · G4 M1 Topics A–B |
| Compare / order / patterns | G2 M3 · G4 M1 Topic C |
| Word problems (hundreds language) | G2 M3 · Shanghai 1.1 |
Shanghai Maths correspondence
Practice here to deepen the same ideas you teach from Shanghai Maths.
| Singapore practice | Shanghai Maths idea | Where in Hua's Classroom |
|---|---|---|
| Place-value table; digit “stands for” | Unit language → numeral | S1 · 1.1 Warm-up revision |
| Expanded form; more/less by place | Parts of a number; mental ± | S1 · 1.1–1.2 |
| Bags of 100 / 10 word problems | Multi-step + packing | S1 · 1.1 apps · 1.4 groups |
| Take the Challenge! digit riddles | Unknowns / reasoning | S1 · 1.1 Q7-style |
Core concepts
Place-value chart
8
Thousands
9
Hundreds
2
Tens
3
Ones
$8923 = 8000 + 900 + 20 + 3$
“Stands for” vs digit
In 4578, the digit 5 stands for 500 (not “5”).
Unit language
| Language | Think | Number |
|---|---|---|
| 5 tens more than 750 | $750 + 50$ | $800$ |
| 2 hundreds less than 7033 | $7033 - 200$ | $6833$ |
| 50 tens of spectators | $50 \times 10 = 500$ | use in word problems |
Challenge habit: $n$ lights spaced $20\,\mathrm{m}$ apart → $n-1$ gaps.
Key terms
Numeral, place value, expanded form, thousands / hundreds / tens / ones, greatest / smallest, number pattern, unit language.