B2 Mathematics · Term 1 Week 5: Counting, Representation, Cardinality & Ordinality

Lesson notes

Learning Objectives

Indicator: B2.1.1.1.5 - Represent number quantities up to 1000 in equivalent ways focusing on place value and equality

By the end of the lesson, learners can:

Describe a number up to 1000 in at least two equivalent ways using place value language (e.g., 147 is 1 hundred, 4 tens, and 7 ones; it is also 14 tens and 7 ones).
State whether one number is a little or a lot bigger or smaller than another number up to 1000, and justify the answer using place value.
Represent a given number as a combination of hundreds, tens, and ones in more than one way (e.g., 230 as 2 hundreds and 3 tens, or as 1 hundred and 13 tens).
Arrange a group of up to 100 objects into equal groups in at least two different ways and describe the arrangement, including stating any leftovers.
Explain in their own words why two different representations of the same number are equal in value.

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Curriculum details

Strand: Number (Strand 1)
Sub-strand: Counting, Representation, Cardinality & Ordinality (1.1)
Content standard: B2.1.1.1 - Count and estimate quantities from 0 to 1000
Indicator: B2.1.1.1.5 - Represent number quantities up to 1000 in equivalent ways focusing on place value and equality
Suggested placement: Term 1, Week 5 (Week 5 of the year)
Our suggestion, laid out in curriculum order across three terms of twelve weeks. NaCCA does not fix the week, so follow your school's scheme of learning.
Curriculum reference: Mathematics Curriculum for Primary Schools (Basic 1-3), 2019, p. 23
Transcribed from the official NaCCA publication. Check this page against the source.

Exemplars (from the NaCCA curriculum)

E.g. 1. Demonstrate an understanding of how place value determines the relative size of numbers up to 1000 by: describing the relative size of two or more numbers (i.e., saying whether one number is a little or a lot bigger or smaller than another and justifying the answer)
E.g.2 Represent and describe numbers to 1000 in equivalent ways (e.g., 147 is 3 less than 150, is 7 more than 140, is almost half of 300, is a little larger than 145 but a lot larger than 15, etc.)
E.g. 3. Arrange groups of up to 100 objects in equal groups in more than 1 way and describe the arrangement; or describe the arrangement and how many are left over (e.g. arrange 66 as two groups of 33 or six groups of 11, or 3 groups of 22 or 5 groups of 12 and 6 left over)